Top Notch 0 (teacher's)

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LEARNING OBJECTIVES

Top Nole/, Fundamenlals is designed for true beginning ,tudents or for ,tudents nee.ding the support of a very low.level beginning course. No prior knowledge of English is assumed or necessary.

COMMUNICATION GOALS

VOCABULARY

• Tell a clas�n1ate your occupation

• Occupations

• ldenttty y�ur claumates

GRAMMAR Verb be:

• liln gula, and plural statement1, contractions

Th� alphabet

• Spell nanl,es

Yes./ no quertfons and short-answer,· errors • Subject pronouns • Articles.� IM!. o

o Common

Names and Occupations

• N'oun,:

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• Introduce peoP.le • Te'.11-tonre·on.e yourlirrt and la,t name

• Get someone's contact l11formation

• Relation,hips (non·familyl • Title, • First and las! 11anru • N�mbm 0-20

™

About People PAGE 12

SJngular-and plural I Common and proper

• Pos,tssive.nouos and adjective, • Be fron1 I Que· sti:ons·with Where con1mon errors

• Verb be: lnfom1atio11 que1tions wtth What

•

• More relationships I More titles • Talk aboutloc:atlons • Discus, how · t o get plae-e.s • l;>fscu,, transpi>'rtation

Places and How to Get There

• • • •

Places in tht: neighborhood L0icatiOn, Wljys to gei places M,ean, of transportation Destinations

• Verb be:: que1.tion1 with Where Subject pronouJ1 !!. • The in1peratlve • !! to eJpress means of transportation

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• Identify people In your family • Des.cribe your relatives • Talk about you r family

Fan1ily relationship, • Adjectives to describe- people • Numbm 21-101

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Family

3 j

• More adjectives

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• Confirm tliat you 're on time • Tan� about the tin1e of an event • A,k about birthday,

Events and nmes

• • • • •

W!hat tim:e. is it? Early, on tin1 e, late Events Days of the week Ordinal nunlber, Month, of the year

• Verb be: o Que3tio ns with Wh.o .tnd oon1 mon error,. o With .adjecti·, e,. • Que,. tion, with How old • Adverbs '!!fl_ -an-d � • Verb have I has: affimlative ttatements

Verb be: qu�stio,nJ about lime Prepositio,nJ l!!., !!!, and at for dates and times • Contraction, and common erro r,·

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ext,a_pract«e

PAGE 36

• Give and accept a con1pllment • Ask for co3or1 .and ,rz,e, • Describe·cloth:e-s

Clothes

• Clothe, • Colors and-11ze, Opposite adjective, to describe clothe,

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• More clothes

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Demoqstratlves this, that these, those The sTnlple present tense� fil!, want. need, and have: o Affirmative and negative stat-ements o Queitions and short answers o SpeJling rules and contraction, -and con1mon erroi:, • Adjective pl,acement · • One and ones

:f·Jij:j•j•f7fJ;I Extra �racUce

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Activities PAGE 52

Units 1-7 Review

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PAGE 60

• Talk about morning and evening­ activities • Describe '"1hat you do in your fre·e time • Ois,c u. , ,. hou,·ehold chores

• Daily sct1vitie, at ho1ne • Leisure activities Hou,ehold chore,

• The ,lmple present tense· o TI1ircf.per,on ,lngul.ar spelling rule, o Que'!tions with Wh·en · and Whi.at time Y with �ften tin e e1pre1Jc· ion, o Que1tion1 o Questions with Who aJ subject, con1mon erron • FreQL1ency adverbs and tim:e- e.ipressions: o Us.-age, placement, and con1n1on error,

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- -· - . .. . ... - .. . . .

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CONVERSATION STRATEGIES • U$e And you? to shov.• interest in another person

Use f,�use me to initiate a convrn·ation Use Eieuse me? to rndicate you haven't heard or didn't undwtand • Use Thanks! to acknowledge someo,ne's complylng­ with a request

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- LISTENING/ PRONU���O� _

. .. - . -. . . . .

Liste-.101: Tasks • Ciicle· t he letter you hear identify" co;rect sp:elling of nan1es • Write the name you he�r spelled • Identify the correct occupation \'/rite-the missing inf.ormation: nan1es and occupations

Pronunciation • Syllable,

Identify someone's relatio.n,hip to you •Nhen nla�ing an introduction Use too to reciprocste a grutlng Begih a question with And to 1nd1ca.te you want additiOnal Information • Repeat part of a question to clarify • Repeat information to confirn1

Listening Tasks Compl°ete staten1ents a'bout rel&tion,llips • Circle·the c-orrect information • Fill in n:anles, phone number:,, and e·m&I 1.ddres,:es you hear

U$e You're welco111-e to forn1ally acl-:.nowledge thanks • U$e OK to acknowledge advice • U$e \Vhat aboutyou? to show intere,t in another person

li•tening Ta,ks hear Write the place,·you · • Wlite the directions you hear, u·sing attirn,ative and negative·inlperatives Cin:le the 111eans of transportation • Wlite Bi'._phrase,, check destination, you hear

Pronunciation • Stress in two-word pair,,

Pronunciation • failing intonatlon for questions 't\1lth. Where U,e And to ,hilt the topic • Uie Tell me sbout to invrte someon,e to talk about a topi c U•e Well to Indicate you are deciding how to begin a res.ponse Ute And how about? to as� ior n1or,e infornlation U.se Really? to sh.oN • intere.st or nlild stlrprise

Listen.in,: Ta.sks • Identify the picture of a rel.ati'.'e being de,cr!be.d • Choot·e the adjei:tive that det.cribe'l the people :m·entioned in a conver1-ation

• U$e Uh-oh to Indicate you may h-ave n1ade a mistake• U$e Look to focus son1eone's attention on some.thing • Ut.e Great� to show enthusia,111 for an idea • Offer son1eone best wishes on his or her birthday • Respond to.a pe-rson's birthday wi111es

li.1tening Tuks

Pronunciation • Number c-ontra·sts

Identify' events and .c·in:fe ihe correct tfnte:1 • Wlite the events you hear in a date book • Circle the dates you hear

Pronunciation ti S.entence rhythn1

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�.(� Rea�ing Text

• Simple forn1s--and b�siness c.:ards

Writing Ta,k • \\lrite affirn1ative and neg;rtive statements about people in a· picture

@;Ji(H[i:l•!•l1IJ;j Guided wri'tlng practice

Reading Text ti

Short descriptions of famou.s people., iheir occupation,, and countrie1 of origin

Writing Ta,k • \\!rite sentences about your relatlon,hip$

@;Jpffa@=i•l•J.1li;j Guided writing praclke Reading Text,

Simple m.ap, and diagran1s • Introduction� of peoplei their relationships �nd occupatlonsi where they live.. and how they get to work

Writing Ta,k • \'/rile que1tion1 and 1n1wN1 about the p ate, l in a con1pJe). picture

\\'JifOl4i=\•\•fjjj;i Guided wri"ting practice Reading Text,

• A fa1nily tree • A 111 agazln e article about f.an1ou s actors and their famiiies

Writing Ta,k • \\!rite a de.scripfion of the people In your family

Qf;flfi:@:\•\•f7jf;8 Guided writing praclke Rea�ing Text, A world map with time -zone$ • Events posters

• Newspaper announceo1ents

A zodiac calendar

w.. iting Ta,k • Write about event$ at your school or in your city

@;Jid(ti:j,j,J7fj;j Gukfed wrl'ting praUce • Acknowledge a con1pliment with Thank you • Apologize 't\'ith I'm sorry when e�presslng disappointing information • U•e That', too bad to e).pre.ss di,appointn1ent • Use What about you? to ask for son1eone's opinion • U$e !/.Jell to soften a strong opinion

• Say Me? to give yoursetf tin1e to think of a personal respon#e U,e Well to Introduce a le�gthy re,pon" • U$e What about you?1o ask for p ·arallel Informatfon • Use So to· introduce a co·nver,ation topic • Use Hov.· about you? to asY. for parallel inforn1ation • Say Sure to indicate a willingne,s to answer Begfn a response to an une:apected que,tion 'Nith Oh

Listening Task1 • C0Rfirn1 detail.$ about clothes • De.1e1mine color:, of ganu--ents: Pronunciation • Plural noun,

Rea�ing Text,

• A sales flyer from a department s1ore

Writing Ta,k • \\!rite sentences about the clothe, you havei n..d, want, and like

@;JifH{d:\•!•i7fj;j Guided wri·ting practke Listeninc Ta-:Sk • Match chores to the people·who performed then1 Pronunciation • Third-per1on singular verb endings

Reading Text

• A revie'f\' of house�eeping robots

Writing Ta,k • Describe your typical weeki uslng adverbs oi frequency and time e>.pres.sion, j@;ffjH@:\•!•f7jj;j Guided wri·ting practice

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COMMUNICATION GOALS • Oe?cribe your neighborhood • Ask about someone's home • Tai� -about furniture and -appliance,

Home and Neighborhood

VOCABULARY

GRAMMAR

Buildings • Place, in the neighborhood • Roo111s • Furniture and applianc.eJ

• Th ·e-iin1ple pret·ent tense: o Questions with Wh�re prepositions of place • There is aodihere-are: '°Statements and ill I!!.! questions o ConfractlQns and con1mon error1 • Quettlons.with How n1any

More heme and otti ce vocabulary

PAGE 64

• Oe?cribe today�s we-ather • Dhc.uss plan, • Ask about people's attivitles.

Activities and Plans

Weathe·r e 1pre s.sions • Prese.nt and future Un1e e1pressions

s

More we·ath-ervocabulary I ieasons

The- present continuous� o Statem1:nts: form and usage o fill 11() qu�tion, o Information que,tion, o Fer future plans • The p.re,ent participle: spelling rule a

PAGE 72

• Ojsbus1 ingre
Food

table

PAGE 80

Fo·ods -and drinks Places to keep food in a kitchen Containers and quantitie, • Cooking-verbs

Ho·N n1uch I Are tltere any -Count nouns: and non-.count nouns: • How much/ Is there-any

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More vegetables and fruit, : ne about an ,event • Tell some o • Describ eyour past activities • Talk about y.our weekend

• Past-tin1e e1pret$ions • Outdoor activities • More outdo or a·ctJvities

Past Events

The past tense of be; There •N:as I there were: o Statenlents, qu-estions, and .contractions • The sin1ple past t-ense o Regular verbs, irregular Yerbt o Stateme-nts, questions, and 1hort answers

PAGE 88

• Describe appearance • Sho•,v co11cam about an injury • Suggest a remedy

Appearance and Health

Adjective• to describe-hair The face • Part, of the body • Accidents and injuries· • Ailn1ents, remedies

• De.scribing people ·,vith be and have • Should+ base forn1 for S¥,ggestion1

(3;'i\lfif·i;f:(•j•fjJ¥ij Extra,pnKtice

PAGE 96

• Ditcu,, your abilifies • Politely decline an invitation • Ask for and agree to do a-favor

Abilities and Requests

Abilttie, Adverbs well and badly Re.tsons. for not doing sonlething Favor.s

• Can and can't for ability Too+ adjective, con1mon erro.r.s • Polite re-querts with Cou Id you +bate-form

jfJif·Jif:f.\;f:j•J•fjJJij Extra practlc.e

More 111usical instruments

PAGE 104

$ • Get to kno'f\• 1on1eone , life s. tory • Discus, p,lan.s • Share your drean1s for the,futur:e

Life Events and Plans

• Son1e lite events • Academic subject, More leisure activities Son1e drean1:s tor the future

• Be gofng to+ DaSe·form·

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Extra practlc.e

PAGE 112

Units 8-14 Review

PAGE 120

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Countries and nationalities, Numbers 100 to 1,000,000,000, Irregular verbs, Pronunciation table •••••••••••••• page 125

Vocabular.y Booster ....... _. ............ ��····P age 126 Grammar Booster ••• ••••.••••••••........ page 13 6

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CONVERSATION STRATEGIES Begin a que,tton with And to indicate you ·.vant additional information • U.se Really? to introduce contradictory information U$e Well to lndi.cate y'ou are decidilig_ how to begin a res.ponse Respond positiv· ely to a descriptio.n with Sounds nice!

• U1e Actually to introduce an opinion that might

LISTENING/ PRONUNCIATION

READING/WRITING

listening Ta,ks • Oe.1e-1mine the best hoi.ue or ap-artni-ent for clients 11f � real estate. company • Complete state111ents ab.out loc-atlons «,f furniture and appliances

Reading Texts • Houre and apartnlent rent-al listings • Oescrlpbons of peopl.e and their hon1es

Pronunc:iation

• linking !ounds

@hhd/@:j,j•f7jj;i Guided writing practice

turprhe -' • Say I don t know. I'm not sure to 8\' oid making a direct r.iegative �tate111ent

U,e Hi •nd J::!!t to greet people info,mally • • • • •

Say No klddingl to show •urprise U•e So to introduce a· conversation topic An,werthe phone with Hello? I dentify yourse-tf with This is on the phone Use l/le-11, actually to begin an e.,cuse Say Dh. l'nl s:orry after interrupting

Writing Task • Compare an ·d contrast your home with other homes

listening Ta,h • Oe.1e1mine weather and temperatures in cities in a weather report • Complete staten,ents about people.'s activttie-t, 1.uing the pre.sent continuous

Pronunciation

• Rising and- falling intonatfon . of ill I no an. d inf'orm:ation qu eslions

Say Talk to you later to indicate the end of a phone conversation

Reading Texts • A daily pl-anner • The weather forecast for four cities Writing Task • \-Vrite· about plan, for the wee�. using the pre$ent continuous

i9J;J,fi:@=\•\•f7jf;8 Guided writing practice

Say I'll check to lndJcate you'll get Jnforn1ation for s;on1eone Decline an offer polftely With No, thanks • Use Please·pa,:s.. tht! to ask f.or something at the table • Say Here you go a, you offer so111ething Say Nice to s-ee you to greet son1eo11e you alrea-d)' know U$e You too to repe-at a gree'ting poHtely

Listenin� Task • Identify the f.oods di1cussed in c..onverS:'atfon,

Reading Texts • Recipe· cards • A weekly schedule

Pronunciation • Vowel ,ounds: /i/, III, /ell, /t/, /'6!/

Writing Task • \Yrite about wl, at yo·u e·at iri a typical day

Ask \\lhy? to ask for a clearer e..1planation Ute What about? to ask for 1uore information • Use a double question to clarify U$e i!!!ito 111inimize the importanc e· of an action Say Let n1e think to gafn time to an·sw-er Say Ohyeah to indicate you just ren1en1bered t1on1ething

Listening Tasks Circle lhe year you helir • lnferth.e c.t1rrett day or month • Ch-oos-e activities n1entioned in c.onvers.'atfon,

U$e Ob to fndicate you've understo<1d Say No kidding to show surprise • Say I'm sorry to hear that Oh no and That'1 too bad to e · �pms sympathy Use Actually to introduce an os:inlon th-at n1igbt wrprise Use What's v,ron_g? to ask about an I llnes, U$e really to intensify ac.t•\ ice with s!hould • Respond to good advice •.vlth Good ide-a • Say I hope you feel better when son1eone feels sick • Use Actually to give inforn1ation U$e Really? to 1ho,,v surprise or inte,.rest Suggest a shared cour1e of a�tion ¥,'ith Let's POiiteiy decline a suggettion with l�t m reallv •ony but and a reason • Accept a refus.al with Maybe son1e other tin1 e U$e Sure·and No problem to a_gree to son1eone's r.eque-st for a fa·,,1or • U•e And you? to sho'"' interest in a11other perion • U,e Not really to ,often a ne.gaffie response Ask \\!hat -about you? to eitend tbe conver•ation U1e Well and Actually to e,plaln or clarify

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Pronunciation • Sin1ple- past tense reg-ular verb endings

Guided wrrting practice

Reading Text • A blog in which people describe what they did tbe·previous ·weekend Writing Task Write about the activHies of two people, based on a complel' picture • \\lrite about your weekend and what you did

ffhhfii@:j,j•f7fj;f Guided wrrting practice Listenin� Tasks • Identify the people described in c..onver,:atro·n, • CornP,le-te staten1ents about injuriet • Identify the aihnents and remedies 1-Uggested in conversation$

Reading Text • A 111agazine article about two celebrities Writing fask • Write a de1c.ripUon of ,omieone yo·u know

Pronunciation • More vowel ,oundJ

Listenin: Task • Complete reque.1ts for favors

Reading Text • An -article about infal)t·toddler-developn1ent

Pronunciation

Writing Task • De Scribe things people .can -and can't do v.·hen they get old

• Biending of sounds: Could you

@;fifU(i:jfl•fjfj:8 Gukled wri:ting practke_ Listeofng Ta-:Sk.s • Choos-e correct rtatemenls • Circle correct words or phrases Complete staten1en1s aboul activitie1, us111g th:e present continu,ous • Infer people's wishes.for the future.

Reading Text • A short biogrophy of Harry Houdini Writing Task • \\!rite your own illustrated !life story. including plan, and drean,s tor the·foture

Pronunciation • Diphthong's

Writin·g Boo ·ster ..................................... _page 136

Top Not,h Pop Lyrics ............................ � ... pag, 147

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TO THE TEACHER What is Top

Notch?

Top Notch is a six-level* communicative course that prepares adults and young adults to interad successfully and confidently with both native and non-native opeaken of English.

The goal of Top Notch is to make English unforgettable through: • Multiple _exposures to new language • Numerous opportunities to practice it • Deliberate and intensive recycling The Top Notch course has two beginning levels-Top Notch Fundamentals for true beginners and Top Notch 1 for false beginners. Top Notch is benchmarked to the Global Scale o f· English and is tightly correlated to the Can-do Statements of the Common European Framework of Reference. Each full level of Top Notch contains material for 60-90 hours of classroom instruction . In addition, the entire course can be tailored to blended learning with an integrated online component, MyEnglishlob. NEW This third edition of Top Notch includes these new features: Extra Grammar Exercises, digital full-color Vocabulary Flash Cards, Conversation Activator videos, Pronunciation Coach videos, and a Writing Booster. * Summil I and Summit .2 are the titles of the 5th and 6th levels of the Top Nolcb course.

Award-Winning Instructional Design* Daily confirmation of progress

Authentic social language

Each easy-to-follow two-page lesson begins with a clearly stated practical communication goal closely aligned to the Common European Framework's Can-do Statements. All activities are integrat�d with the goal, giving vocabulary and grammar meaning an,d pu-rpose. Now You Con activities e,nsure that students achieve each goal and confirm their progr,ess in every class se.ssion.

Even beginnil)g students should learn appealing natural social language. Forty�two memorable. Conversation Models provide lively controlled conversation pradice that ensures enthusiasm and motivation.

True-beginner vocabulary and grammar Clear captioned picture-dictionary illustrations w·ith ac:companying audio take the guesswork out of meaning and pronunciation. Grammar presentations clarify form, meaning, and use, The unique Recycle this Language feature continually puts known words an,d grammar in front of students' eyes as they communicate,· to make sure language remains adive, A new Writing Booster in the back of the Student's Book provides guide.d writing pradice that incorporates vocabulary and grammar -from the unit.

* Top Holch is the recipient o-f the Association of Educational Publishers' Djsfingui:shed Achieve,nent AW0td.

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Active listening syllabus All Vocabula�y presentations, Pronunciation presentations, Conversation Models, Listening Comprehension exe·rcises, and Readin·gs are recorded on fhe audio, ensudng that students dev. elop good pronunciation, intonation, and auditor,y memory. In addition, approximately fifty tasks specifically developed for beginning learners develop fundamental comprehension skills-.

We wish _you and your students enjoyment and success with Top Notch Fundamentals. We wrote it for you, Joan Saslow and Allen A.scher

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ABOUT THE AUTHORS Joan Saslow Joan Saslow has taught in a variety of- programs in South America and the United States. She is author or coauthor of a number of widely use-d courses, some of which are Ready to Go, Workplace Plus, Literacy Plus, and Summit. She is a,lso author of En9/ish in Context, a series for rea . ding science and technology. Ms, Sa.slow was the s_eries diredor of True Colors and True Voices. She has participated in the English language Specialist Program in ihe U.S. Department of State's Bureau of Educational and Cultural Affairs.

Allen Ascher Allen Ascher has been a teache� and teacher trainer in China and the Unite-d States, as well as academic diredor of the intensive English program at Hunter Colle.ge. Mr. Ascher has also been an ELT publisher and was responsible for publication and expansion of numerous well-known courses including True Colors, NorthStar, the Longman TOEFL Preparation Series, and the Longman Academic Writing Series. He is coauthor of Summit and he wrote·the "Teaching Speaking" module of Teacher Development Interactive, an online multimedia teacher·training program. Ms. Saslow and Mr, Ascher are frequent presenters at professional conferences and have been coauthoring courses for teens, adults, and young adults since 2002.

AUTHORS' ACKNOWLEDGMENTS The authors are indebted to these reviewers, who provided extensive and detailed ·feed.back and s,iiggestions for Top Notch, a.s well as the h·undreds of teachers who completed surveys and participated in groups. Manuel Wilson Alvarado Mile,, Quito, fcuodor• Shirley Ando, Otem·oe University, Hyogo, Jopon• Vanes.$CI de Andrade, CCBEU Inter .Americano, Curi.tiba, B,azll • Miguel Arra:z:ola, c·BA, Santo Cruz, ·Bolivia • Ma1k Barta, Profiden:y School of English, Scio Paulo, Brazil• Edwin Bello, PROULEX� Guadalajara, Mexico• Mary Blum, CSA 1 Cochabamba, Bolivlo • Maria El'izabeth Boccia, Profici ency School of En Q &'n, S.00 Poula. Br02il• Pamela CristinO Boria Balton, Quito, Ecuador , Eliana Anabel l. Buccia, AMICANA, Mei:;,dozo,.Ar.genti. ia• Joie Humberto CalderOn Diaz, CALUSAC, GuatemOJo City, Gua.teanala• Maria Teresa Calienes Csirke, lc$01rras E:ot61ico, LlSla, Peru• Esther Maria Car.bo Morales, Q-ui10, Ecuador• JorSJe" Wa,hington Carde-nas Ca$fillo, Qui:io, �uodor• El'endira Yadira Carrera Garcia, UVM Ch_op. uUepec, Mexico City, Mexico• Viviane ·de C6ssia Santos Carlini, Spectrum Lines, Pouso­ Alegre1. 8rozil• Centro Colombo Amc.ricano, Bo.goto, Colombia• Guven Ciftci, fatih Uriversity1 Istanbul, Turkey• Diego Ci�neros, CBA, Tarija, Bolivia• Paul Crook, Meisei Uriversity, Tokyo, Japan-• Alejandra Diaz: Loo, El Cult11r:ol, AreqLip:o, Peru• JesUs G. Diaz: Os,;io, Florido Notional College, Miomi, USA • Maria Eid CemeviVa, CSA, Bo(iyio • Amalia Elvira Rod.riguez- Espino:ra De lo, Montero$, Guoyoqui11 Ecuador• Maria Argelia Estrado Vci.squez, CALUSAC, Guatemala City, Gl!otemolo• John fieldeldy, CoU,ge of D'lgineering1 Nihon Uriversi:ty, Ai'Zvwakomatsu�sH, Japcn• Marleni Humbelina Flores Urizar, CALUSAC, Guatemala City, G1Jafemalo • Gonzalo Fortune, CSA, Sucre, Bolivia• Andrea Fiedricks, Enbossy CfS, San Francisco, USA• Irma Galle-gos Pek:aei;. , UVM TloJpon, M�xico City, Mexico• Alber.to Gamarra, CSA, Santa Cr:vz, 8otivio • Maria Amparo Garcia PenCl,,ICP�� Cusco, Peru• Amanda Gillis,..furuklka, Kyoto'Sangyo Uriver..9ty, Kyoro, Japan I Martha Angelina Gonz61ez

x

Pcirraga, GuoyoquU, Ecuador• Octavio Gordu;no R.ui%• Ralph Grayson, ldiomasCot6lca1 Lifla1 Peru• Murat Gultekin, Fotih Lnve.r9ty, Istanbul, Turkey • Oswaldo GutiCrrez, PROULEX, Guadolaioro, Mexico• Ayaka Hashini-shi, Otemae University, Hyo.go. Japan• Alma Lorena Hern6ndex de Arma$, CALUSAC-, Guafemolo City, Gvatem�la• Kent Hill, Sei galcuin Uilversity, Soitoria-ken, Jopon • Kayciko Hirao, Nkhii GaldCon Compan}', COCO Juku, Jopon• Jesse Huang, National Centtal Uriver.ity1 Tooyoan, Taiwan• Eric Charles Jones, Seoul Uriversity of . Tednoloqy1 Seoul, South Korea• Jun--Ch en Kuo, Tajen UniversityJ P'ngtung t Taiwan• ·Susan Krieger;. Embo-ssy CES, San franc'r..co, USA• Ana Moria de la Torre Ugar ·te, tCPNA Chicloyo, Peru• Erin Lemaistre, Chuig-Ang Uiversity, Seoul, South Korea• Eleanor S. Leu, Soochow Universit)', Taipei; Taiwan• Yihui Li (Stella Li), Foo'An University, Kaohsiung, Taiwan• Chin,.fan Lin, Shih H.sin Uiiver,;,ity, Taipei, Taiwan• Linda Lin, Tahng; lhstitufe of Teclmlogy1 Toiwon• Kristen Lindblom, CES, San Francisco, USA• Patricio David E111bossy : LOpez logacho, Quito, Ecuador• Diego LOpez To:sara, ld0t01005 Cot6Uca, Liao, Peru• Neil Macleod,. Kansai Gaidoi lkuv�rsity, Oso.ko, Japan• Adriana Maree$; ldiona-s Cot61ko, Uma, Pe:ru• Robyn McMurray, Pusa1 Notional Uii'-'etsity, Busan, Soufh Kore.a • Paula Medina, londor.i Langu.age ln-stitute, London, Canada• Juan Carlos MuM0;11 Am.eric.on Sdiool \f,/ay, Bogota, ColombiO• Noriko Mori, Ote·mae University, Hyogo� Japan• AdriCln Esteban Narvaez.. Pacheco, Cuenca, fcuad,or • Tim Newfields, To�yo University Faculty of Economics, Tokyo, Jopon• Ana CriStina Ochoa, CCBEU rller Armerkono1 Curitiba, Broz.ii• Tania Elizabeth Ortega Santacruz, Cuenca, Ecuador • Martha Patricia P6e;, Quito, Ecuador• Ma�ia de. Lourdes PCre:z Valdespino, Universidod det Valle de Me.Jtico1 Mel
Uiiversity of S·uwon, Gyeonggi-Oo1,South Korea• Wayne Allen Pfeister, lfhi�er"Si.ty of Suwon1 Gyeonggi-Oo, South Korea • Andrea Rebonato, CCBEU iiter Amerii:ono, Curitiba, Brazil• Thomas Robb, Kyoto S-angyo Uiiver-sity, Kyoto, Japan• Meh.ran Sabet, SeigakUn U,iversHy, Saitomaken, Jopon• Maiid Safadar:an Mosmadeh, ICPHA ChicJoy°' Peru• T:im othy Sam.uelson, Sridgii?Engli!h1 Den.ver, USA • Hector Scinchez., PROULex.; Guodala}aro, M , exko• MOnica Alexandra Scinche.z- Escalante, Quito, fcuodot• Jo,ve Mauricio SClnchez Montalvan, QLitei Uiiversidod Pofrfecnico Sale.siano (UP·s � ficuodOr• Leticia Santos_.lC8EU.lbi6, Brazil• Elena Sapp, INTO Oregon Slate University t Corvallis, USA • Robert Sheridan, Otem.ae l.nver9ty1 Hyogo, Jop.on• John Eric Sherman, Hong lk Urive.rslly, Seoul, South Korea• Brooks SklybClugh,·Asia Uuversity1 Tokyo, Japan• J'oOo Vitor Soares, NACC, Scio Poulo, Brazil• Silvia Solares, CSA, Sucre, Bolivia• Chayawa·n Sonchaeng, Delaware Comty Comiru.nity College, Media, PA• Maria Julia Sucirez, CB-A, Cochob"ambo, BOiivia• Elena Sudakova, fngli'Sh longu.age Center, Kiev, Ukcane• Richard Swingle, Kansai Galdoi Colleg�1 .0soko, Jop.on• Blanca Luz Terraza, Zamora, ICPNA Cusco,- Peru• Sandrine Ting, St. John's Uriversity, New Taipei City, Taiwa,,• Chrisfjan Juan Torres Medino, G.uaYaquil, Ecuador• Raquel Torrico, CSA, Sucre, Solfvio • Jessica Ueno, Ot�moe Ui.ive,sity, Hyogo1 Japan• Ximena Vacaflor C.. , CB-A, Tarija, 8ofivia• RenC Valdivia Pereira, CSA, Santa Cruz, Solivio• Solange Lopes Vinagre Costa, SENA�, Scio Paulo-t� Brazil.• Magno Aleiandro Vivar Hurtado, Cuenca, Ecu-odor• Dr. Wen--hsien Yang, Notional Koohslung Hospitality Coll.ege1 Kaohsiuig, Taiwan• Juan ZGrate, El C ulturol1 Arequi po, Peru-

www.frenglish.ru

Names and Occupations

• 1

• Invite volunteers to the board to write the contractions f9r you are, he Is, and she is. (you're, he's, she's.) • Have students repeat the contractions chorally. Make a pulling gesture with your hands to indicate the length of the vowel in he's and she's.

tiMl;H) Vocabulary Suggested teilCti fng -tim;:

4-.S

minul!!s

• Direct attention to the negative statements. and have students study the examples.

Youractual te�chingtime

• Write on ihe board I am a 5i,.,9er. Point to yourself and say I am not a singer. Write the word not after am on the

()vocabulary Flash Card Player

board:

• First listening: Have students study the words as they listen.

I am ,.,ot a 5i

,., 9er.

• Show students that not is placed after the verb be. • Call attention t0 the two negative contracted forms. Have students repeat.them chorally.

• Second listening: Have students repeat the words chorally.

• Direct attention to the box on the right with articles,

Option:

• Write on the board: Vo1Nel5: a, e1 i, o1 V

'

Language and r;ult.ure

• From the Longman Corpus: It is b.etomirig lntr.easin\;.:--,­ common, in both spoken and written Engli�h. to use aEtor rather than actress to refer to females. However, actress is used about three times more:often for :girls and women.

2

Pairwork Su.9ges-�d le-aching lime:

4-5 minute ·,

Vourac_t;ual teaching time:

• Model the activity. Say the name of an occupation and have all students point to the corresponding photo. Move around the room to check their responses. • If some pairs finish the activity quickly, have them reverse the activity. Student A covers the words and points to a picture, and Student B says the occupation.

10-15 mfnute.S

Youractu.tl te.ic.hlng time.

• Direct attention to the affirmative statements and have students study the examples. • Say I am a teacher. Indicate a student and say You are a student. Point to photo 5 ln Exercise 1 and say He is an athlete. Point to photo 8 and say She is a banker. • Write the following on the board and have students repeat each one chorally: I am

you are

b, d, f, 91 h,j, k, I, m

l,e i5

1 • • •

(etc.}

• Direct students' attention to the way that a and an are presented in Exercise 1. Ask them to say the occupations that begin with vowel sounds in Exercise 1. (architect, actor, athlete, artist) Say the rule Use an before. a vowel. • Ask students to say the occupations beginning with consonant sounds. (teacher, student, musician, banker, singer.flight attendant) Say the rule Use Q before a

consonant.

• You may want to writethe two rules on the board.

Option: (i-5 minutes) For additional practice, write on the

board I am a teacher. fie i5 a fi,.,9er. SJ,e if a,., actor. Ask students to make contractions. (I'm, He's, She's) Then have them make .all possible negative forms. (I am not I I'm no.t, He Is no.t / H,e's not/ He isn't, She is not f She's not I She Isn't)

Language and culture

3 <.rammar s·uggested teaching time.:

co"5o"a,.,h:

,

• The rule for a I an is b.ased on sound, not on spelling. I.-... In some English words, the initial letter his n,ot pronounced; for example, hour, so. we·say an /\our. Als.o, sometimes the initial u in English words. is pr· onounced as a consonant ·sound, /y/; for example, umversity. In that case we say a university.

e

Inductive Grammar Charts

5J,e i5

• Direct attention to the contractions and have students study the examples. • Show students how to form the contraction. On the board, erase the letter a in am and write an apostrophe (') where the a was to help student.s see that I am= I'm and that the apostrophe r,eplaces the missing lette,r.

UNIT1,LESSON1

T4.

www.frenglish.ru

4

11111111(1)10:UITell

Grammar practice Suggeited te.achlf'l.9 time;

minutes

'(our actual te.lc.h.Jng time:

1 ,�!

Option: (+5 minutes) For m ore practice, have students do a pair work activity with E:xercise 1 on page 4. Student A says. an occupation from Exercise 1 without the artkie. Student B says the occupation with the correct article.

Option: (+5 minutes) For a challenge, write on the board eight occupations from the Unit 1 Vocabulary Booster, page 125. Ask students to add the correct article for each word.

5

3-5 m1nut�s

This conversation strategy is implicit in the model: • Use And you? to show interest in another person. • Write the following questions on the board. Have students repeat each question chorally using falling intonation. What do yov do? = WJ,at'r yovr job? = What'f yovr

occvpatio,/

Language·and culture

Option: (+5 minutes) Have students do the same activity with the Vocabulary Booster photos on page 125. Vocabulary

Youraclual teaching time:

• After students read and listen, ask for the · answers. (banker. architect.)

\'our actual teaching lime:

• In pairs, Student A points to the photos, covering the word for each occupation. Student B names the occupation. Then they switch roles.

6

4-5 mi'nute.s.

• Write on the board: Tl,e mal) if a_. Tl,e Womar, if QI)_.

Pair work Sugg ' e:.sted \ei!ch 1ng-t1me:

Conversation model

Suggested teaching time:

• Review the answers. Then have students repeat the correct sentences chorally.

a classmate your occupationI

I grammar practice

Sugg@sted teac.hing time:

• Point to the first picture and say Orlando Bloom. Then review the example. Have students repeat chorally. • Mod.el the pronunciation of the other three celebrities. • Point out that you can use any of the occupation words · , Ht's not a to write a negative statement; for example

teacher. He's not a doeto r.

• Review answers by calling on three volunteers to write their sentences on the board. Review the sentences and the contractions with the class.

Language and culture Orlando Bloom is an English actor. He is kr:iownfor his roles in The Lord of the l?ings serfes and The Pirates of the Caribbean series.

L

Luis Miguel is a famous pop singer from Mexico. He has won five Grammy Awards and four LatinGrammy Awards. Joo Yeon Sir Is an accomplished musician from South Korea. She plays the viqlin and has won many compelitior:is around the world. Marta 1s a famous football player from Brazil.She has been named FIFA·Athlete of the Year five times in a row and was on two Olympic sliver medal football lea . ms.

O,J!)) Extra Grammar Exercises

2

·11>11:161 Rhythm and intonation Sugge.sfed 'teachin_g tim.e:

Your�c.tuaf teuc.hing time:

L

• From the Longman Corpus: In spoken English What do you do? is more common than What's your occupation?

Z-J minule,.s:

'(ourac.tual teac bing time;

• Have students repeat each line chorally. Make sure students:

• u-se falling intonation for What do you do?

• stress the second.do in What do you do? ·> use rising intonation and stress you in And you?

3

Conversation activator Sugge_st@d teilihln__g Um.e: .

S-7 minutes-

Youractual Jeaching trm.1!.

• To support students in this activity, brainstorm all the occupation words they know. Write a list on the board. • Model the conversation with a more confident student. Play Role B. Then model the conversation wit. h another student. Play Role A. • Be sure to reinforce the use of the conversation strategy. Have a student ask yo.u What do you do? Answer I'm an

English teacher. And you?

• To provide feedback, move around the room and listen in as students practice. Encourage students to use the correct r. hythm and intonation.

e 4

Conversation Activator Pair Work Cards

Change partners Sugges'ti!d teaching bm,e:

,S

mIOU le.S--

Vour.act·ual leac h1ng time;-

• To review, ask a few students What does your partner do? Students can say, for example; He's an actor. She's a student.

o:o.,:�'I

e

Workbook or MyEnglishLab

TS

UNIT 1, LESSON 1

Speaking Activities: Unit l, Activity 1

www.frenglish.ru

--------

-1

• 1

Option: (+ID minutes) For a challenge, play the game Charades. Ask individual students to use mime-facial

expressions, movement, and gestures-to show an occupation in the pictures. The class guesses which one it is. Model the first one; for example, mime holding a camera to your eye and moving your finger as rt you were taking picture.s. Students say You're a photographer.

Vocabulary Sugge.sted te�chlng timet

3--4 mln\jtes

Yctur"actual teac.hing ume:

0vocabulary Flash Card Player • First listening: Have students point to each sentence as they listen.

• Second listening: Have students repeat the sentences. chorally. Then call on individual students to say different sentences. For example: T: {Name], three. T: {Name], eight

L

Language and ,111ture • Point out that you are can .be singular or plural. Indicate one student and say Yau ore o student Then Indicate the·entire class and say Yau are students. • Contractions are often used in spoken Engli'sh. In written English, especially In buslness ,and, other formal (Ontexts, full forms are preferred.

Option: (+S minuter} If you h,aven't already introduced the

e

words. Then ask them to re.peat the words chorally.

3 Grammar practice

S: She's a manager.

S: He's a pilot.

occupations in the Unit 1 Vocabulary Booster, page 125, you may want to do so now. Ask students to listen and study the

l9

2

Suggested [email protected],ng tune:

learning Strategies

5-10 mln'u1es

Your actual teac.htng time:

• Direct attention to the singular and plural nouns and have students study the examples.

• Write the words that follow on the board. Point out the spelling pattern: plural nouns are usually formed by ad·ding -s.

Zrcier,ti5i'5

�pilotr

3--4 m1nu,tes

Youf'C'actual teac.h1ng time.:

• Do the first Item together with the class. Point out that students can use the full (uncontracted) form or the contracted form for each item.

Grammar Suggested teaching t1mE•:

Inductive Grammar Charts

· Review the answers by having students write them on the board and having the. class check them.

Option: (+2 minutes} For ·extr.a practice, have students repeat each correct senten�e chorally.

4

5doctor5

Vocabulary .Suggested te:ac hing time:

I grammar practice 3 min-ut.e,s

·Yo uractua I teacbln9 time:·

• If you have used the Vocabulary Booster, you can aemonstrate another spelling pattern. Write fecretary on the· board. Erase the -y. Then write/add -i and then

• Do the first item together with the class.

• D'lrect attention to the affirmative statements. Point out that the plural form of be is are. Have students repeat each sentence chorally.

Option: (+ID minutes) To provide more practice with the verb be, do a substitution drill. S.ay a sentence, give a

write/add -es. The word on the board is now fecretarie5.

• Ask students to study the contracted forms.

• Direct attention to the negative statements on the right and have students study the examples. • To check comprehension, write on the board I We are pi lot5.

am a

pi lot.

• Ask students to make the sentences negative. (I am not a

pilot. We are riot pilots.)

• Empha.slze that not is placed after the verb in both singular and plural statements.

• Call attention to the negative contracted forms. Have students repeat them chorally.

• Review the answers by calling on individual students to read their sentences aloud. Make necessary corrections.

prompt, and have individual students complete the sentence. For example: Teacher: Student:

I'm a banker. He .. . You're a pilot. They . . . We're not teachers. She . ..

He is I He's a ·banker. They are/ They're pitots. She is not I She's not' a teacher. I am not/ I'm not a scientist.

They're not scientists. I... Make sure students use the prompt, either the singular form with a/ an or the plural form, and the correct form of be.

Oe

Extra Grammar Exercises

Option; (+5 minutes/ To provide additional practice with

contractions, say statements using the full negative form. Have students say the two corresponding contracted forms. For example: We are not ar tists, (We're not artists. We aren't artists.) They are not bankers. (They're not bankers. They aren't bankers.) You are not chefs. (You're not chefs. You aren't chefs,)

UNIT 1, LESSON 2

T6

www.frenglish.ru

5

8

Gramma.r Suggested teac.hJn9 time:

Yourac.tual te;ic.hlng tJm,e.:

5-10 mrnute�

• Direct attention to the yes I no questions in the Grammar box and have·students study the examples.

• Demonstrate how to form yes/ no questions. Write the following statements on the board and change them into questions. Show that the subject .and be invert (change places) and are and is move to the beginning. Yov ore Liio. He ii o mo110 er. 9

Are yoy Liio?

.....

.,... h he o mo,,0

er? 9

• Point out that yes I no questions are answered with short answers. Long or full answers are unnatural. • Have students look at the Be careful! box. Point out that affirmative short answers do not get contracted and the words Yes and No are followed by a comma.

• Ask questions and have students give you short answers. [foe], are you a manager? (Yes, I am. I No, I'm not.) fs [Anna] an engineer? (Yes, she is./ No, she's not.)

• Indicate a group of students in front of you and ask them Are you doctors? (Yes, we are./ No, we're not.) Indicate a group of students and ask the dass Are they scientists? (Yes, they are. / No, they're nqt.) • You may want to model the intonation (the melody) oi yes I no questions and short answers. The voice goes up at the end of y�s I no questions and falls (goes down) at the end of the short answers. Write·the following examples on the board: Are yov Lovro? Yei, I at./ No, I'm

t

,,it

• Have students chorally r·epeat.the questions �nd short answers in the box.

(+5 minutes) To extend the activity, have students form groups of four and take turns asking yes/ no qu.estions using the occupations on pages 4 and 6. Write the following model conversation on the board.

Option:

Tr he I rhea_? Yer, he I rhe if. No, he\

e

,,ot. He'r o / a,,

[occvpofio,,].

Inductive Grammar Charts

6 Grammar practice -Suggested teach,ing time:

Pair work

3 minutes

Your-actulll teachJng time�

• Read the example aloud with a student volunteer.

Sugge1,ted teaching Urnef

7 Pair work Suggested teac.hln_g time:

4-S minutes

Yourilc.luaJ teachmg tu�e;

• Have students role-play the corrected conversations. Encourage students to use the correct intonation. • Have students switch roles.

T7

UNIT 1, LESSON 2

V:ou·ractual te.i�h1ng time.;

• Have several pairs perform their conversations in front of the class.

1m1111j11101,:11dentify 1 �

your classmatesI

Conversation model

Suggested f!?ac_hing time:

3 minutes

Yourac.lual te�chm.9 ttme.i

This conversation strategy is implicit in the model: • Use Excuse me to initiate a conversation. • After students read and listen, point to the picture and then point to the woman In the blue sweater and ask these questions: Is she Marie? (No, she's not.) Is she Laura? (Yes, she is.) Where Is Marie? (She's over there.) Encourage students to use contractions.

2

1jj;l1;19j Rhythm and intonation Suggests-d le�'fchlng timE:

3

minutes

Youro1ctual teaching time·:

• Have students repeat each line chorally. Make sure students: ·• use rising intonation for Are you Marie? � put stress on That's in That's Marie.

3

Conversation activator s Yourolctual Suggests-d le�'ichlng timE:

minutes

teaching time·:

• Move around the room and listen in on student conversations. Encourage students to use the correct rhythm and intonation.

• If students are unsure about each other's names, have them wear name tags in large print during this activity.

• If students know each other's names well, write each student's name on a card and distribute the cards to students randomly. As students practice their conversations, have them ask for the person on the card. The partner in the conversation must reply by gesturing to the correct student.

@ Conversation Activator Pair Work Cards 4

Change partners Suggested teacl'llng time.J

• Review answers and make necessary corrections.

oeExtra Grammar Exercises

3-S minutes

5 lllinutes

Youro1cl1.1at teaching lim'e.i

• Have students stand up and find a new partner and then practice the conversation again.

u:o.u1

e

Workbook or MyEnglishlab

Speaking Activities: Unit 1, Activity 2

-

1-------www.frenglish.ru

•

\�m

1

5 ��

s· uggested teaching lul)e;

Vocabulary

Suggested teac..htng tim.e.:

,l-l mlnutes

Youractual teac.hrng time:

• Have students point to each letter as they hear its name. Then they listen and repeat. • In American English, the letter z is pronounced /zi/. In British English, it is·pronounc·ed /zed/.

Option:

L

(+5 minutes)

Write a'few students' names on the board and ask the class to say the letters in each name.

2

,�J]II Listening comprehension Suggested teaching Ume:-

mjnules

Your actual leaching time;

• Have students listen and circle their answers. Then have them Iisten again and check their answers. • Ask students which letter pairs were difficult and have students practice choral repetition of those pairs. AUDIOSCRIPT lA 28 3N 40 13 0 14 H 15 E

3

sz

6C 7F

ax

CONVERSATION 2' M: How do you spellCherie? F: C-H -E-R-1-E. M: Excuse me. Did you say S-H-E-R-1-E? F: No. It'sC-H-E-R-1-E. M: Oh, sorry. F: No problem. CONVERSATION 3, Ms. Browne? F2: Yes. Fl: Is thal Brown wtth an E or wtthout an E? F2: With. B-R-0-W-N-E. Fl: Thanks. Fl:

Grammar ·suggested teaching lul)e;

s minutes

YouractU.il te.ach1ng time:

• Have students s tudy the examples of proper and common nouns. 2-4 mJnutl!U

YOuractual 1eaching lime: ·

• If your students ate ready, present the following: I'm

sorry. Could you repeat that?

�1;22] Listening comprehension Su99e. st.ed teaching tim�

CONVERSATION l F: My name's Sarah. M: Sarah? Is that S-A-R-A-H? F: Yes, that's rghl. Thanks.

9V 10J 11 N 12K

• Student A says a letter and Student B points to it. Then they switch roles.

4

YouractU.il te.ach1ng time:

AUDIOSCRIPT

6

Pair work Su99ested teaching time::

s minutes

• Have students listen and write each name as they hear it spelled. Remind students that the first letter of a name uses a capital letter.

(!)vocabulary Flash Card Player

Language a·nd culture

Listening comprehension

3-S mTnutei

Youractu11I l'@ach'irgi time!

• Before students listen, have them read the answer choices. Point out that the pronunciation of the names in items 1, 2 and 3 is the same. • To review answers, call on individual students to spell the name they circled. AUDIOSCRIPT CONVERSATION 1 M: HL I'm Leonaid Greene. F: Graen. G-R-E-E-N? M: No. G-R-E-E-N-E. F: Thank you, Mr. Graene. CONVERSATION 3 F: Hello. I'm Katharine Kana. M: Excuse me? F: Katharine Kane. M: Is Iha! KalharinewnhaC?

CONVERSATION 2 M: Your name, please? F: Sure. I'm Karen Leigh. M: Is Iha! L-E-E? F: No. It's l-E-1-G-H.

• Point to the blue capital letters in the examples in the box and say These are capital letters. Point to the blue lowercase letters and say These are lowercase letters. • To check comprehension, write the following on the board:

bob rmith

artirt parir Pl,oto9rap her

Ask volunteers to make corrections where necessary. (Bob Smith, arthst, Paris, photographer)

Option:

(+5 minutes) For further practice, have students write a proper noun that Is an example of a country, a cit� a manJ a woman, a restaurant, an .actor, .a singer, an athlete, a·musician (or print out the graphic organizer}.

e

Graphic Organizers; Inductive Grammar Charts

Language and culture

• A common noun names a class or group of pe.ople, places, or thing1s, A·proper noun names a particular individual w ithin that class. • Articles and prepo·sitions In a proper name are not capitalized; for example, the United States of America.

L

F: No, wnh a K. And a n A in

the middle . M: Could you spell that, please? F: Sure! K-A-T-H-A-R-1-N-E.

UNIT 1, LESSON 3

TS

www.frenglish.ru

7

l1 U111jtjllij;l1ISpell namesI

Grammar practice You-ractual teac._hlng Ume:

l-S mJnu�-l

Suggested �ilchlng tlme.;

• Model the activity. Write on the board: flc,rida Marie m<>r11i119

1

mvricia11

Option: (+2minutes) Have students identify proper nouns In the Conversation Model on page 7.

3-5 minutes

Language and culture

Extra Grammar Exercises

e

Pronunciation Coach Video

• Second listening: Have the class clap or tap out the syllables as they repeat the words chorally. Pronunciation Activities

10 ·�

I

Pairwork

Suggestl!d teaching timt;?:

2-3 minutes

Youra(tual teach,ng trme:

I

• Play the first item. Ask students how many syllables they hear in the word teacher(2). Review answers by having students say each wor-d and then the number of syllables.

Option: (+5 minute<) Draw the following graphic organizer cin the board (without the words) or print it out. Form pairs. Ask students to write at least two words In each column. Tell students they can find words anywhere in the book. 1 Syllable che+

l8

2 Syllables teacher

Graphic Organizers

Rhythm and intonation 2 minutes

Yoi.Jractu.il leaching time:

• Have students repeat each line chorally. Make sure students: •, use rising intonation for Excuse me? • use falling intonation for How do you spell that? • pronounce each letter separately as they spell.

e

'fouraclual teac.hin9 time!

· First listening: Have students listen and read. Then illustrate by saying the words and clapping or tapping outthe number of syllables.

e

2 ·� :in)

3 Conversation activator

,iii:h:24, Pronunciation 2-l minutes

3 Syllables Ca,.,ada

4 Syllab:les

ph<>ta9rarher

Suggested teaching time;

s

[email protected]

Yo u.1 ac tua.J

teachln·g lime:

Conversation Activator Video

• Note: You can print the script or you can show a running transcript on the video player on the ActiveTeach. The script also appears on page 181 of this Teacher's Edition.

I

0011 STOP! E.xte nd the conversation. Write on the board: What d" y ov da? I'm a_. Review words for occupations.

• For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1, the actors use different words in the gaps from the ones in the Conversation Model. In Scene 2, the actors extend the conversation. After each scene, ask students how the model has been changed by the actors. • Model the conversation with a more confident student. Play Role A. Prompt students to extend the conversation by askin£J the question What do you do? • Be sure to reinforce the use of the conversation strategies.

� Conversati-0n Activator Video Script; Conversation . � Activator Pair Work Cards

4

Change partners Suggested teaching l1m e-

Youractual teac h1ng ttme::

• Encourage students to Introduce themselves with other names.

H:O,t:t'i

Workbook or MyEnglishlab

(8 Speaking Activities: Unit 1, Activity 3 T9

UNIT 1, LESSON 3

L

• From the Longman Corpus: Native speakers 61 'EngliL.. use Hi much more frequently than Hello.

.S.uggest.ed teachin9 time!

Option: (+5-10 minutes) As an alternative, write sentences using the vocabulary of this unit and have 0n the board . students come up and capitalize the proper nouns.

Suggested teaching time:

• Write the following questions on the board: WJ,at is his .,.,a.,.,e? Ho._, d" yov spell tJ.at?

Youractual leachmg time.:

• Model the first two items with the class. Have students compare their answers. Write the corrected proper nouns on the board (3 Sarah Browne, and 5 Canada).

9

Yo UT actua I teaching time:

• After students read and listen, ask for the answer.s.

Grammar practice

oe

2-4 minutes.

These conversation strategies are implicit in the model: • Use E.xcuse me? to indicate you haven't heard or didn't understand. • Use Thanks! to acknowledge someone's complying with a request.

the others, underlining common nouns and circling proper nouns.

Suggested teacl1in_g lime;

Conversation model

Suggested tei.lcbing tim·e:

• Ask Is morning a common noun ora proper noun? (A common noun.) Then underline it. Continue with

8

.,�J:26

---i1f;t1!���uu1t---------------------www.frenglish.ru

3

1

Suggested te.Jch.1ng tJme:

-�j}.ill Listening comprehension Sugge.sted te�chlng timet

s

mln\jtes

Yctur"actual teac.hing ume:

• Before students listen, have them look at the pictures and identify the occupations in each one. • First listening: Have students listen and write the number .of each conversation in th,e box. • Second listening: Have students listen to confirm theirr answers.

AUDIOSCRIPT

CONVERSATION "3

CONVERSATION 1

M: Are they flight allenclanls? F: Yffi. lh011 are.

CONVERSATION 2

M: 801 what do you do? F: Me? I'm a photographer. M: A photographer? That's greatI F: Yffi, ft is.

2 \��

M1: I s Marianne a scientist? M2: No wayl She's a chei.

CONVERSATION 4 F: M: F: M:

Whal do you do? Us? We're scientists. You're scientists? Reoajjy? Yffi, we are.

Sugge.sted

s

mln\jtes

3-S mlnu�e-s

Youractual• teaching time:

·As a class, think of names of celebrities. Write some of students' suggestions on the board so they have a model of the correct spelling.

4 Vocabulary Suggested te"llc.hJng time.:

I grammar practice 3.-S minutes

Vour.»clual teaching llm;e:

• Have students look at the pictures of the celebrities. Model the pronunciation of each celebrity's name. • Have students answer the questions individually and then compare answers with a partner.

Language and culture Idris Elba is a British, television and film actor. He has won the Golden Glooe Be�tActor award, and has oeen nominated for mariy other awards for his wqrk.

-

\

Paulina Aguirre.is an Ecuadorian singer andsorl{Jwriter who has won many awards. She often duets with other famous Latin American singers on her pop hits.

Listening comprehension

te�chlng time;-

Pair work

Yctur"actual teac.hing ume:

• Before students listen, dire.ct attention to the cards. Point to the empty space on each card. Demonstrate writing something into the empty spac . e; for example, copy the first card on the board. Point to the empty space and say occupation. Write ba"ker in the blank. • First listening: Have students listen and write the information. • Second listening: Have students confirm their answers. • To review answers, ask students to compare their information with a partner. Then write the answers on I.he board and have students check their spelling.

AUDIOSCRIPT

CONVERSATION 1

F: Are you Alan Porter? M: Yffi. I am. F: Could you spe!l l hat, please? M: Sure. ll'sA-L-A-N. Porter-is P-0-R-T-E-R. F: Thanks. And what's your occupation? M: I'm a singer:

Zheng Jie i· s a,Chinese tennis player. She has won four WTA sin·gles titles and.twelve doubles tiiles. She is one-ofthe· most successful re-nnis players to come from China. Mario Vargas llosa is considered one of the world's greatest writers. !He is from Peru and won the 2010 Nobel Prize In Literature. Some of his more--famousworlis are The · Time of the Hero (1963) an-a Aunt Julia and the Scriptwriter

(1977).

5

Personal responses Suggesled te"llc.h1ng time.:

3-5 minute.s

Your actual. te<;1c.hing tlm;e:

• Have students work individually to complete the conversations with their own information. Option: (+5 minut2s) To extend the activity, pair students. Have each pair choose one·conversation and perform it in front of the cl ass. Option: GRAMMAR BOOSTER (+25 minutes)

0Q Top Notch Pop

Song Video a nd Karaoke Video

CONVERSATION 2

M: Hello. I'm John Davi::lson. F: Davidson. How do you spell Davidson? M: D-A-V-1-0-8-0-N. F: Thanks. And what do you do? M: I'm a pibl.

CONVERSATION 3

M: Excuse me. Are you the English teacher? F: Yffi, I am. I'm Lorraine Clara. M: Nice to meet you, Ms. Clare. I'm Paul Salo. F: It's a pleasure to meet you, Mr. Sato.

UNIT 1, EXTENSION

T10

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REVIEW �Digital Games Before the first activity, give students a few minutes of silent time to explore the picture and become familiar with it.

Point Suggested

t:eac'hrn_g time;

s mlntrteu

Your .actual

teat-h1p_g timE

· Hold up your book and point to the person identified in the example. Have students repeat the sentence She's an artist. • Students take turns identifying the occupations of the people in the picture. Encourage students to use complete sentences. They should not form questions. FYI: It's not possible to determine the occupation of @very person in the picture. Accept any reasonable answer.

Option: (+5 minutes) For a drfferent approach, hold up the book and point to various people. Ask What is his/ Iler occupation? Students say, for @xample, He is on architect

7-10 nunut.e..s

Your actual teaching time:

• Role-play the example with a more confident student. • In pairs, students write yes I no questions and then ask and answer their questions with another pair. · Encourage students to add follow-up information; for example, A: Is he a pilot? B: No, he's not. He's on architect.

The pilot is (right) over there.

Possible responses . .. '-------------­ A: Is lv1arie a pilot? 8: Yes, she h. A: Are Tim and Martin archit,ects? B: No, they aren't. Tim h a banker. Martin is a musician. A: Is he Ben? 8: Ye,, he 11. A: Are you Emily' 8: No, I'm not. Emily;, over there.

Pair work 2 Suggested te.ach1n_g time:·

7-10 minutes

Your actual teaching time:c·

• With a more confident student, model the convers.a.tion prompted in the book. For example: Ann: Hi. I'm Ann. Emily: Hi, Ann. I'm Emily. Ann: Nice to meet you, Emily. Emily: Nice to me.e t you, too. · Pair work. Students choose different people and situations in the picture and create conversations. • Encourage students to a·sk as many types of questions as they can. They should also pay attention to their rhythm and intonatfon.

·option: (+5 minutes) For .a challenge, have pairs role-play

one of their conversations forthe class. Have students listen and guess which people In the picture their classmates are presenting.

"'Here and throughout this Teacher's Edition, posslble responses provide a sample of the quantity and quality of response students have been prepared for. Actual ,e,pon,es will vary.

T11

UNIT 1, REVIEW

(Two m eo talking on the left) A: Is that Ben? 8: No.. That', Tim. That's Ben. A: Where? 8: Right over there. A: Thank you. 8: You're welcome. {Two n1en ant4 one woman talking in the center) A: What do you do Marie> 8: I'm a pilot. A: E«u>e me' 8: I'm a pilot. And you' A: I'm a banker. What do you do, Martin? C: I'm a mu,ician. (Two women shaking hands) A: Hi./ Hello./ Good morning./ Good afternoon./ Good evening. I'm Ann. 8: Hi, Ann. I'm Emily. A, Nice !o meel yo, u. I Glad to meel you./ Ifs a pleasure to meet you, Emify. 8: Nice to meet you (tooJ. A: What do you do, Emily' 8: I'm a I an [occupation]. And you' A, I'm a/ an [occupation).

Writing Suggested teachln·g fi"!'!e;

Pair work 1 Suggested teachln_g time;

Possible responses ... (Reception iesk/hotel manager and artist) A: Hello. I'm [Ro·,eJ. 8: Excu,e me' A: [Rose PetenJ. 8: How do you spell that' A: [R-0-S-E P-E-T-E-R-SJ. B: Thanks. A: You�re welcome.

7-H) m1nute1·

Ya:urc1ctual te&<.hing time:

· Have students work individually to write at least four sentences about the people In the picture. • Have students read their sentences to a partner.

e

• Collect the sentences to make necessary corrections. Writing Process Worksheets

Option: Oral Progress Assessment

Use the illustration on page 11 for an oral test. • TeJI the .student that you're going to say dlffe.rent occupations and that ttie student.shoutd point to the. carrect picture; for example, She.'s a pilot. He's a

businessman. She's on artist.

• Ask the student to choose a situation and start. a conv.e.r-satio111. For example, for the two women shaking hands: S: Hi. I'm [Ann Post]. Ni.c,e to meet you. T: Ht. I'm [Emily Brqwn]. Nice to meet.you, too. S: Are

you a banker?

Evaluate students on intelligibility; fluency; correct use of tar9·e t wammar, aAd appropriate. use otvocabulary.

e

Oral Progress Assessment Charts

Option:

WRITING BOOSTER (Structured support for

preparing writing)

•£0:Ui

On the Internet: · Online Teaclter Resources: pearsonelt.com/topnotch3e

Additional printable resources on the ActiveTeach: · Assessment • Top Notch Pop Song Activities • Top Notch TV Video Program and Activity Worksheets Supplementary Pronunciation Lessons • Conversation Activator Video Scripts • Audioscripts·and Answer keys • Unit Study G•uides

www.frenglish.ru

About People

• 1 ·�

FYI: In the first three examples, the possessive adjectives her, his, and U1eir.correspond to the possessive nouns in the sentences on the left. In the last two examples, the possessive adjectives my and ourcorrespond to the subject pronouns in the senterices ori the right.

Vocabulary

Sugge.sted tE?.i'c.hing tfm.e:

2--4 mlnutes

Your.actual teaching tinie;

(!) Vocabulary Flash Card Player • To check comprehension, ask Is [Martha) your dassmate?

Is she your neighbor? Are [Charlie and Ellen) your friends? Are they your dassmates? Am I your boss? Am I your colleague?

e

Option:

2

(+5 minutes)

Learning Strategies

Grammar Sµgges' ted teaching time:

7-10

mln'ut�s

"(.our actual te.achrng tlmet

• Introduce possessive nouns. • Point to a student and the student's book and say [name]'s book. Write the phrase on the board. Give more examples, indicating possession as you point to various students and their books. Be sure to give examples with a female student, a male student, two female students, and two male students to illustrate that the possessive's doesn't change.

[teacher'r qame1'r book [PeterJ'r book

(LiridaJ'r book [ Pav I arid 13riariJ'r book [Carol arid Jarie] 1r book

• Point to the examples of possessive nouns on the board and say them. Then walk around the classroom and identify several objects belonging to students; for example, [Nancy)'s desk, llim]'s pen. • Introduce possessive adjectives. • Point to one of your books and say my book. Indicate posses�ion as you point to books belonging to different students and say your book, his book, her book, our book,

their books.

• Write the possessive adjective ·s on the board:

my

hir

her

yovr ovr their

• Direct attention to the sentences under ''Possessive adjectives" and have students study the examples. Read each example aloud.

• Review contractions with be to make sure students don't confuse a contraction with the possessive. • Write the following sentences on the board:

She f Joh,/r teacher. He'r Clark'r teacher. 1

Point to each phrase with an apostrophe and ask Is this a contraction? Circle the contractions to distinguish them from the possessive nouns.

L

Language and cu1ture

•In possessives with two or more people, the last pro'pt noun receives t-he 's; for example·, Pete and lane's ad
e 3

lnduc.tive Grammar Charts

Grammar practice .Suggested t�a
�-S

minutes

Youractua.l teai}lin,9 tiin-e:'

• Before students begin, indicate a student and say Are you {Jeff)? Point to an object the student has and say Is this your [pen]? Remind students that your shows possession. • Do item 1 together with the class: • Review answers by calling on different students.

Option: fl-5 mlnute.s) For additional practice, have students role-play a short conversation for Items 2-5. For example: Student A: Is [Mrs. Corey) your teacher? Student B: Yes, she is./ Nq, she's not. [Mr. Stern] is my

oe

teac/Jer.

4

Extra Grammar Exercises

Pairwork Sugges.ted Jeac.lung time:

2.-S m_inut�

• Write on the board_ if my

Yo'u r ac tu.i I tea'c.hln.9 trme:

_.

• Model the activity. Say [Mr. Peters] is my colleague. [Ms.

Fernandez] is my boss. [Mrs. Barker] is my fri�nd.

Option: (+5 minutes) To extend the activity, have students write down the names their partner mentions. Then have students report to the class. Students can say [lack]

is his I her classmate. [Lynn] is his I her friend. [Karen] is his/ her.neighbor.

UNIT 2, LESSON 1

T 12

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5

I

Listening c omprehension Suggestl!d teaching timt;?:

·5

minutes

Youra(tual teach,ng trme:

I

• Before students listen, have them read the sentence starters.

• Review answers by saying each sentence starter and having students give the answer chorally. AUDIOSCRIPT

CONVERSATION l

F: Hi, S1eve. This is Bruce. Bruce is my classmate. Ml: Nice to meet you, Bruce. Ml: Nice to meet you, 819\/0.

CONVERSATION 2

M: Helen. This is Patty. Fl: Hi, Patty. Fl: Hi, Helen.

CONVERSATION 4

M: Is Rob your classmate? F: No, he isn't. He's my colleague.

CONVERSATION 5

M: Patty's my neighbor.

CONVERSATION 3

F: Mario, this is my boss, Mr. Grant.

6

Ml: Helb, Mr. Gran!. Nice to meet you. Ml: Nice to meet you, Marb.

M 1: Mary, this is my friend, Carlos. F: Hi. Carbs. Nice to meet you. Ml: Nice to meet you, Mary.

FYI: Make sure students understand that Paula's in Paula's my dassmate is not a possessive noun.

2 .!!!"1!35'

-s-,;7

minute�

Youractual teac.hin9 Um@!

· Direct attention to the questions and answers in the box and have students study·the examples.

• Ask sever al students Where are you from?

• Write on the board She'� trom _. fle'f trom _. Indicate students and ask the class Where Is_ from?

• Write on the board WI, e·te if (Nick] from? Erase the i in is and insert an apostrophe. Read the question aloud. Have the class repeat chorally.

'9

Inductive Grammar Charts

s

mJnu�-l

Your actual teac._hlng Ume:

• Review the answers orally. Be sure students use contractions in all items except in 2A , SA, and 6A.

oe

Extra Grammar Exercises

1;ll1':1j1jllij!j/11ntroduce peopleI ·I!"! :n Conversati·on model teachin9 time·:

5 minutes

2 m-inute_s

Your actu:al Leach'ing timer

• H ave students repeat each line chorally. Make sure students: •> pause after Tom in Tom, [pause) tl1is is Paula. • use the contraction ('s)-not the full form-in Paula's my

classmate.

stress meet in Nice to meet you. • stress too in Nice to meet you, too.

·>

Conversation activator Su_ggested leaching lime:

S-7 minutes

Your actual Leaching time.

OOl'TSTOP! Extend the conversation. Give students a few minutes to skim the wordposts (language in the Recycle box). For more Information on wordposting, see the Actively Developing Free Expression section of the Introduction. Ask various students Where are you from? What do you da?

• You may also wish to add these questions: And you? Are

you a student? Are you from [name of nearby city]?

• Form pairs. Th.en have the pairs walk around the room and introduce their partners to other students.

• If students still do not know each others' names, have everyone wear name tags. Encourage students to use the questions in tlae Recycle box and on the board.

FYI: It students are all from the same city, en-courage them to talk about what part of town they're from.

Grammar practice Suggested �ilchlng tlme.;

Rhythm and intonation

Sugges1ed teac.hin9 time:

3

• Write on the board J'..,., from_. Say I'm from [your home city], Ask a more confident student Where are y0u fro,m?

1

· Point to the photo. Point to the woman arid say This is Paula. Point to the man on the right and say This is Tom.

Grammar Suggested teaching time:

7

These conversation strateg.ies are implicit ln the model: • Identify someone's relationship to you when making an intr9duction. • Use too to reciprocate a greeting.

Your actual teaching time·�

(8 Conversation Activator Pair Work Cards 4

Change partners Suggested teac._hing time;

s

minute!

Yourac;lual te_ac..htng tim.e:

• Listen in on the groups' conversations. Encourage students to pay attention to rhythm and intonation.

(+5 minutes) As a challenge, give the class an oral quiz. Indicate various students and ask What's his I her

Option:

name/ Where is he/ she from?

u:0.,1�1 (@j

Workbook or MyEnglishlab Speaking Activities: Unit 2, Activity 1

T13

UNIT 2, LESSON 1

-

1-------www.frenglish.ru

•

1 -��

2

Suggested teaching dme,

Vocabulary

Sugge.sted te�chlng timet

5-10 mJn tes

Yctur"actual teac.hing ume:

man, a single woman, a morned man, a ma rried woman.

• Point to the photograph. Say This is Brendao Hu, and this

Is Lisa Hu.

• After stude-nt. s listen, ask questions about the Hus. Ask What is his lirst naine? (Brendan) What is his last name? (Hu) What is her first name? (Lisa) • Direct attention to the Be careful! box. Say It's not OK to use a title with a person's tirs-t name. Give examples. Write the following versions of the Hus' names on the board. For each one ask Is this correct? Mr.13re,,da ,, Mr.13rel\dari flu

Mr. hv

Mrs. Hv

Option:

Yo·u r ac tuaJ teac hfng time.:

(+TO minutes) For a different approach, divide

students into groups of five or si.x and have t!hem do a chain activity. Student A introduces himself/ herself whatever way he/ she wants (first name only, first and last name, with a title or without). Student B introduces himself/ herself and Student A. Student C introduces himself I herself and Smdent B, etc. Encourage stu·dents to use different ways to introduce themselves. You may want to write the following model on the board. Add real names. Stvderit I'm lariet Carlrori. Stvile,,t 13: My first riame i r Tom. M loft riame i5 y 1 'vii lliamr. 5he f J<:>rietCarl50,,. Stvde,,tC: My riame i5 Mr. 6ree11e, Hirfirrtriame if 1 Tom. fli5 lart riame i r William 5, 5l,e 5 lariet C arlrori. Stvderit D: I'm Mr.13roW,i. Thir ir M5. Gree""·

A:

A,,d

A,,d

3

Mr5. Li5a Mr5. Li5a hv

{�J:Jz;j Listening comprehensiorn ·Suggested

• To check comprehension, ask What's your first name? What's your last name?Then have students introduce themselves with a title; for example, I'm Mr. {Al Jones/. I'm

Ms. {Kate Bond). (+5 minutes)

l-S mlnute.l

• Model the activity. Introduce yourse.lf using a title; for example, I'm Ms. {last Name].

• To introduce titles, direct students' attention to the four columns in the chart before they listen. Point t o · each categqry heading and describe it; for example, a single

Language and cu}ture

Pair work

L

• In English·speaking countries, Mr. ls used for a male regardless of marital"status. Mrs. is used only for inarrie . d women. Miss is used for s·ingle women. In the U.S.· and Canada, Ms. is use_d forboth married apd sJngle womel'l and Is quite common. • In Englrsh, a first name is also called a given name, ,and a last name is also called a family. name or surname. In most Western cultures, the family name comes after the given name. In most Eastern cultures, the family name (or l&st. name) comes first.

• From the Longman Corpus: Among speakers of American English, first name is preferred over given name, and last name is preferred over surname. Surname is useµ with some frrquency in written Englrsh such as I ega'I documents and forms.

teaching dme,

10 mlnute.l

Your .ac tua I teac hfng time.:

• Before. students listen, have them look at the pictures and read each person's title and name aloud; for example,

Mr. Craig Bryant.

• To review answers, as� the questions from the audioscript; for example, ask What's his tirstnamel Students answer in full sentences. (His first name is Craig.)

Option: (+5 minutes) For a different approach, place stud·ents

in pairs. Have them take turns asking and answering questions about the pictures. Model both affirmative and negative respons.es. For example: Is his first name Craig? Yes, It Is. Is his last name .Sullivan? No, it isn't. His lost name is Bryant.

AUDIOSCRIPT 1 What's his first name? Circle his first name. 2 What's herlast name? Circle her last name. 3 What's his title and his last name? Circle his tltle and his last name. 4 What's their last name?Circletheir last names. s What's h.er first name? Ciicle her first name. 6 What's hertale?Circle her litla.

UNIT 2, LESSON 2

T 14.

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4

A: How do you spell that?

Vocabulary practice Suggested �ilchlng tlme.;

5 10 mJnu�-l

B: P-R-E-S-T-0-N.

You-ractual teac._hlng tlme:

A: And your t[rst name?

B: My first name? Anita. A: Whot do you do, Ms. Preston? B: I'm a student. A: And whe·re are you from? B: Chicago.

• To show students how to complete the three forms, fill out the first form with information about yourself. Demonstrate by making a check (I') in the bpx and filling in your first and last names. · Have a student write his/ her completed forms on the board. Circulate and make sure that students have used correct information in each form.

l/lll1aj1)ijij:j11Tell someone your first and last name! 1 -�

Conversation model

Suggested teac.htng time.;

s

mJnute.s

These conversation strategies are implicit in the mod el: • Begin a question with And to indicate you want additional information. • Repeat part of a question to clarify. • After students read and listen, ask What's the man's name? (Bob Fava) What's his title? (Mr.) • In English-speaking countries, people usually responc to Thank.you. Some common responses are You're we/co.me, No probtem, or My pleasure.

L

2 ·1!'1):39J Rhythm and intonation Suggested teaching time:

-2-·3 minutes

Your actual teac.hin9 Um@!

• Have students repeat each line chorally. Make sure students: • use falling intonation for What's your last name, please? • use rising intonation for And your first name? and My first

name?

• stress first in And yourtirst name?

3

Conversation actiivator Suggested �ilchlng tlme.;

10 mJnu�-l

You-ractual teac._hlng tJme:

• Explain that students wllf be doing two tasks: practicing the conversation and filling o .ut the form with their partner's information.

OOl'TSTOP!

Extend the conversation. Review the language in the Recycle box. Ask various students How do you spell

your first name? Wllat do you do? Where are'you from? Call on different students to respond. For extra support, you may wish to write the questions from the Recycle box on the board:

flow do yov spell that? What do y ov do ? Where are yov from ?

• Model the conversation with a more confident student. Take Role A so that you can model extending the conversation with questions from the Recycle box.

A: What's your last name, please? B: Preston.

T 15

UNIT 2, LESSON 2

B: You're welcome.

· Move around the room and make sure students are using the questions in the·Recycle box. · Call on a few students to introduce their partner to the class.

4

Your actual

teolching time.i

Language and culture

A: Thank yo1.1, Ms. Preston.

Change partners Suggested

leaching time:

Y0:urc1ctual teaching tlmei

• Have student� change partners and write down their partner's information, but this time on a separate paper. · To review, call on a few students to introduce their partner to the class. .� Conversation Activator Pair Work Cards; � Learning Strategies

iDl;tti

e

Workbook or MyEnglishlab Speaking Activities: Unit 2, Activity 2

AUDIOSCRIPT for page-T16. CONVERSATION I M, Ms. Peterscm, what's your first name? F: 'klerie. M: That's V-A-L-E-R-1-E? F: That's right. M: And what's your phone numbs,?

F: 257-0843

And how about your e-mail address? F: It's peterson five at hipnet dot com.

M: Thank you.

CONVERSATION 2 M, Last name? F, Elyakin. M: How do you spal that? F: E-L-Y-A-K-1-N M: Thank you. And your phone number? F: 301-555-460) CONVERSATION 3 F: Mr. Quinn. What's �ur phone number? M: My phone number? It's 338-2257. F: And your first name is James? M, Yes. It is. F, J-A-M-E-8. Oh, and what's your e-maO address? M: It's quinn 18 at hipnet dot com. F: Thank you, Mr. Quinn. CONVERSATION 4 F, So your last name is Park, correct? M: That's right. P-A-R-K. F, Thank you. And your phone number. Mr. Park? M: 011-99-33-67

www.frenglish.ru

-1

1--------

• 1

\�m

0ption: (+IO minutes) For basic practice, have students form

groups of three and take turns. Student A asks Student B for some contact information: What's your [phone number, address, etc.]?ThenStudent C asks Student A What's his I her_? and Student A repeats the Information. Encourage students to write the Information they hear.

Vocabulary

Suggested teac..htng tim.e.:

l-" mlnutes

Your actual teac.hrng time:

(!)vocabulary Flash Card Player • Point out that for the word twentr, native speakers often drop the second /t/ sound and say /'twmi/. For additional practice, have students do a pair work activity. Student A says a page number and Student B turns to that page. Make it clear that students should use only pages 1-20 in this activity. Model an example with the class. Say Page four. Check that students :turn to page 4.

Option:

(+5 minutes)

As an alternative, dictate the following years (as two s.eparate numbers) and have students write the numbers on a separate piece of paper: 1513, 1812, 1914, 2011. Then write the years on the board �nd have students check their answers.

Option:

(+5 minutes)

L

Language and culture

• In English, years are often pronounced as two separat numbers; for example, 1917 is said nineteen seventeen. • In British Englisb, nought is often used for zero. • In spoken American English, zero is usually pronounced as oh when saying years, phone numbers, credit �ard numbers, etc. For ·example, the year 1905 is ·s�id nTn.ete'en oh live; the phone number876-8005 is said eight seven

six, eight oh oh /;ve.

2

Pair work Sugge.sted teac..h1ng tim.e.:

3-S mlnutes

L

Language and culture

Your actual teac.hrng time:

• Have students write the numbers they hear.

• In spoken Engli.sh, when saying an e-mail address, say at for@ and dot for a period; for example, D.ao2"3@starlink. com is Dan twentythree at star!Jnk dot com.

e

Inductive Grammar Charts

4 ·�

e

Pronunciation

Suggested teachin_g time;

2_-3

_m.1nu-tE!..S

YouractuaJ t.eac..blng timel

Pronunciation Coach Video

• Point out that each example consists of two words and that the first word or syllable receives the stronger stress.

• To provide more practice, write the following word pairs on the board and have students practice: home oddren travel a9e"t

i,,,ork 1\Vmber fli9l,t otte"d""t

Option: (+5 minutes) Call on various students to say their first and last names; for example, My tirst name is [Karen). My last name is [Brown].

e 5

Pronunciation Activities

1�1:'42] Listening comprehensiorn SuggeSted teachin_g time:

7-10 minutes

Youractu11I teachln9 t1m e · :

• If students have difficulty, ask them to do the e.xerclse again with a new partner.

• Before students listen, read the names on the form aloud to help familiarize students with their sound. Mathilda=

3

• Review the answers with the class by asking four students to write their answers on the board. Make necessary corrections.

Grammar Suggested teaching Ume:-

S-7

mjnules

Your actual leaching time;

• Direct attention to the questions and have students study the examples. • Call on in'dividual students to read each question and answer.

FYI: Questions with What a,re called information questions

because they require an answer that gives details

(information). Yes/ no questions require only yes or no for an answer. • Direct attention to the contraction Wh.at's. • Write on the board WI, at i 5 y ovr "am e? Ask a student to come up and make the contraction. (What's)

/matrlda/; Quinn= /kurn/

I AUDIOSCRIPT See page T15.

Option: (+5 minutes) Pair work. To practice us 'ing information questions with What, have students role-play short conversations using their own information or created information. For example: Student A: What's your name? Student B: [Eric Price). Student A: What's your p hone number? Student B: (555-6793). Student A: What's your e-mail address? Student B: [Eric fourteen at fastmail dot com].

• Point out that what is can be contracted but what are cannot.

UNIT 2, LESSON 3

T 16

www.frenglish.ru

6

Vocabulary I grammar practice s

Suggested te:aching time.:

m1nu�..s

YouT.actua-1 t.eac_hlng dme:

• Review the example. first. • Point out the street sign for item 3.Make sure students understand that St. Is the �bbreviation for street. Wr1te on the board /3a11k St. = 13 a11k Street. • To review, have pairs re
oe

Extra Grammar Exercises

Ull'!l]IHjij!j/lGet someone's contact information

1 �

I .;

Conversation model

Suggestl!d teaching time;

m 1nules

I

Youractual teachtng lime:

This conversation strategy is implicit in the model: • Repeat Information to confirm. • As students listen, point to the person in the photo who is sp�aking. (The woman is A and the man is B.) • Point out how the speaker pauses between the two sets of numbers, 523 and 6620.

2 . ...,.,:',@

Rhythm and intonation

Sugg�sted teaching time:

3-S minute1

Yo.u ra'ctual

teac.hin9 time!

• Have students repeat each line chorally. Make sure students: • use falling intonation for What's your name? and And

what's your phone number?

• say telephone numbers in chunks: 5-2-3 {pause) 6-6

[pause) 2-0.

• use rising intonation for 523-6620?

3

Conversation actiivator

e

Sugge-sled teaching timt:!:

7-10 -minutes

¥ouraci:ual teac.hing lime:

Conversation Activator Video

• Note: You can print the script or you can show a running transcript on the video rc>layer on the ActiveTeach. T he script also appears on page 181 of this Teacher's Edition. 0011STOP! Extend the conversation. Review the language from lessons 1 and 2 in the Recycle box.Ask various students questions, such as What's your first name?

What's your last name? What's your address? What's your e-mail address? Call on different students to r-espond.

T17

UNIT 2, LESSON 3

• For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1, the actors use different words in the gaps from the ones in the Conversation Model. In Scene 2, the actors extend the conversat(on. After each scene, ask students how the model has been changed by the actors. · You may want to write a list of created (not real) information on the board for students who do not want to give out their personal information. • Role-play the conversation with a more confident student. Take .Role A so that you can model extending the conversation l;>y using phrases from the Recycle box. · Be sure to reinforce the use of the conver5ation strategy. For example, say the phone number two ways to demo ristrate the different intonations used for giving information (falling intonation) and confirming information (rising intonation). • Move around the classroom and remind students to use the language from the Recycle box. Have students check each word or phrase as they use it.

,a\

Conversation Activator Video Script; Conversation � Activator. P.air Work Cards; Learning Strategies

4

Change p artners .Sugge.st'ed t.eac hin9 tim.e:

.s

minu.te.s-

Youractuil teaching titne:

• Have student5 stand up, walk around the room, and have

the conversation with another partner.

l(tl:�ti

MyEnglishlab

.� Speaking Activities: Unit 2, Activity 3; "Find Someone � Who ..." Activity

www.frenglish.ru

2

1 \�£ill

Pair work Suggested teilC-hJn·g time.-

Reading

Suggested teac..htng tim.e.:

10 mlnutes

Your actual teac.hrng time:

• Pre-reading: To practice the strategy of scanning, ask students to read the text (quickly} and underline the cquntries the people are from. (Nadia Santini: Italy; Chri.s Botti: the U.S.; Li Na: China; Vincent Lam: Canada; Diana Haddad: Lebanon; Sophie Okoneda: the U.K.} • If there Is a world map in the room, point out the countries.

· Give students a few minutes to write questions to ask their partner. • Encourage students to ask both yes/ no questions and questions with What. Possible responses .

Option: (+10-15 minutes) To turn this reading into a listening activity, draw the following graphic organizer on the board (without the answers) or print it out. Then have students listen to the aud'io twice. First listening: With books closed, students listen for and write down the country each person is from. Help with any spelling questions. Second listening: Students listen for the occupation of each person. Then they read the text to confirm their answers. Country

Occupation

Nadia Santini

Italy

cl,et

Chris Botti

U riited 5tat
mVfi<;ia'l

LI Na

Cl,,.,o

oth lete

Vincent Lam

Ca,..od<>

doctor /writer

Diana Haddad

le�o"""

fil'l9cr

Sophie Okoneda

U,,jj·ed lci 'l9dorn

actor

cs.=

oe 3

Nadia Santini [s an Italian thefwho is be'st known for her award-winning restaurant, Del Pescatore.

Extra Reading Comprehension Exel"cises

Speaking Suggested teac_hJng time.-

S-10 mlnute.s

'(ouractuar teac.hjng time:

• Encourage students to use the possessive adjectives: his,

her, their.

• As students ask questions with What's, walk around the room and encourage them to use the correct rhythm and intonation. • You may want t o make a list of items students have difficulty with for review at the end of this unit; for example,. question formation, pronunciation, etc. Possible responses • •

• --------------,

What's (lisaj's phone number? (Her phone number i s 125·61-0073].J What's (Peterj's e-mail add res,? (His e-mail address is (pmat,on al c--c-c dot com].) What's (Fran and Billj's ad�res,? (Their addrers is· [ 13 Quin n Street]..) What's [Peterj's last name' (His las1 name is (Malsom]_) What's (Ms. Kim]'s first name? (Herfirst name is (Lisa].]

Option: GRAMMAR BOOSTER (+20 minutes)

Graphic Organizers

language and culture

. . --------------,

ls'Mr. Lam• chef! (No, he isn't. He's a do·ctor and a writer.) Whet does Nadia Santini do? (She's a chef_) Wher, is Diana Heddad from? (She's from Lebanon.I Is U Ila from Japan? (No. she isn't. She's from China.I What is Mr. eotti'soccupation? (He's• mu,ician.t What's Ms, Okotieda's·firs! name' (HH firs! name is Sophie.)

Option: (+2minures) If you wish to include the audio, have students read silently as they listen to the descriptions.

Yourac;lual' te;ic.hjng time:

• Model the example questions and have students repeat. Make sure they use rising intonation at the.end of the yes/ no questions and falling intonation at the end of the information question.

• Then have students read the text silently. • Check comprehension. Ask the following questions: Is Nadia Santini from the United States? (No, she's not. She's from Italy.} Is Nadia Santini an architect? (No, she's not.} Where's Chris Botti from? (He's from the U.S.} Is Chn·s Botti an architect? (No, he's not.} Is Li Na a flight attendant? {No, she's not.) Is U Na from China? (Yes, she is.} Is Vincent lam a writer? (Ye.s, he is.} Where's Diana Haddad from.? {She's from Lebanon.) What's Sophie Okoneda's occupation? (She's an actor.}

S-10 mlnute.s

L

OIT'J. W Top Notch Pop Song Video and Karaoke Video

W

Chris Botti isa trumpetplayerwho play,sjarz and pop music. Li Na Is a world tennis champion. Vincent lam Is an emergency room doctor who has also written award-winning stori.es. Diana Haddad is a successfiul female Arab artist who sings both traditional and pop music. Sophie Okoneda has appeared in Brittsh and American movies and TV shows.

UNIT 2, EXTENSION

T18

www.frenglish.ru

REVIEW � Digital Games Before the first activity, give students a few minutes of silent time to explore the 1Photos and become familiar with them.

Pair work 1 Suggested teach1ng ume;

.S-10 mniutes

YOUT.tctua-1 teachtng time:

• Have students look at the first photo. Say This man is

asking this woinan for her personal Information. What questions is he asking? With the class, think of th·e possible questions. Do not write them on the board.

Option:

To provide more support for this activity, have students complete the information box first, write out th·e questions, and then role-play the conversation. (+IOminutes)

Possible responses ...

A: Good morning. B.: Hello. A: \1/hat'$ yourfir1t name plea1e?

8: [Angela]. A: And your last name' 8: My la,t name' [Thomp,on]. A: How do you ,pell that? 8: [T-H-O-M-P-S-0-NJ. A: Thank,. 8: What', your addre»' A: My addreu' (1-3 Bank Street]. 8: And your phone number? :A: My phone number is (93-580-05-12]. 8: [93-580-05-12]' A: That's right. 8: What's your e-mail addres.' A: [Angela dot thompson at hionet dot com) 8: Thank you.

A: You're welcome.

10 minute1

Yo.u r a'ctual teac.hin9 time!

Introducing the two people. What is he saying?

• Have students w9rk in groups oi three to creare the conversation. • Call on volunteers to role-play one of their convers ations for the class. To provide ex!ra support, allow students to write the conversation before they acUt out. (+/Ominutes)

Possible responses . . . A: Alice, this is Matt. Mall's my friend. Alice is my colleague. 8: Hi, Matt. C: Hi, Alice. Nice to meet you. 8: Nice to meet you, too.

C: Where are you from? 8: I'm from California. And you? C: I'm from

Florida, 8, And what do you •do? C: I'm a do£too: And you1 Are you

an architect, too? 8: Yes, I am.

Writing Suggested te:aching time.:

10 m1nu�.s

YouT.ictua-1 f:eac_hlng t.lme:

• Model the activity. Write about someone important to you. For example, write . on the board:

fra"cifco Mera if my frie"d. f-te'f from Spai". fle'f a teacher. f-tir addrers if 10 Ovi"" Street.

• Then era.se the model and have students write their own sentences.

T 19

UNIT 2, REVIEW

phone number i, 303-555-4349. Her e-mail addr'es, is [email protected].

e

Writing Process Worksheets

Option: Oral Progress Assessment

Use one otthe· photos on page 1-9 for an oral test.Have tne studentpoint1:o the people in the pho to'graphsand createstories about them. For example, th.£.student mi,ght point to the woman in the top phot-ograph and say Herrirsttidme·is Prrt:ncia. H.erlast name·irWells. S'l)e'�

from Engloncl. She's-an athlete.

Evaluate _students on intelligibili� fluencY; correct use of targe.t grammar, and appropriate use of vocabulary.

e

Oral Progress Assessment Charts

Option:

WRITING BOOSTER (Structured support for

preparing writing)

•£0:1:H

• Online Teacher Resources: oearsonelt.com/toonotch3e/

• Have students look at the second photo. Say He·is

Option:

Linda Is my friend_ Her last name is Morin. She's a banker: She's from Denver. Her addtess is 16 M.ain Street. Her

On the Internet:

Pair work 2 Sugg�sted teaching time:

Possible responses ...

Additional printable resources on the ActiveTeach: • Assessment • Top Notch Pop Song Activities • Top Notch TV Video Program and Activity Worksheets · Supplementary Pronunciation lessons • Conversation Activator Video Scripts • Audioscripts·and Answer keys • Unit Study G,uides

www.frenglish.ru

Places and How to Get There

•

3

Pair work Sugges.ted Jeac.lung time:

J-5 m.inut�

Yo'u r ac tu.i I tea'c.hln.9 trme:

• Student A dictates a word and Student B writes It down. • Student A checlks the spell Ing before dictating the next word.

1 ·�l;.4'il Vocabulary Sugge.sted tE?.i'c.hing tfme: .

3-S: mlnutes

Your.actual teaching tinie;

• After three words, Students A and B switch roles.

(!) Vocabulary Flash Card Player

4

• To foctrs students' attention on word stress, clap or tap out each syllable as they listen the first time. Then have them listen and repeat.

(!) Vocabulary Flash Card Player

Option: (+3 minutes) For more practice, say the places in random order and have students point to the correct photos,·

L

language and culture • Another word for pharmacy is drugstor.e. IA British English the word for pharmacy is ch.emist. • School means a place where people-learn in classes. Both

children andadult� go to scbool, but each kindof school has a special name. An elementaryschoo./ ls for,young children. A high schoo/'is for teenage thildren. A university is for people who have finished high school.

e

learning Strategies

s

minutes

Your actual leaching time.;

Vocabulary

·Suggested teaching dme,

5-7 mlnute..s

Your .ac tua I teac hfng time.:

• Before students listen, demonstrate some of the vocabulary. Stand in front of the class and turn your back to the students. Say left and right and use your hands and arms to point in the correct direction. Stand close to a student and say next to. Stand between twQ students and

say between.

• Have students lfaten and study the phrases and pictures. • To check compr.ehension, demonstrate the vocabulary and have students tell you the correct word. For example: T: gestures to the right Class: right T: gestures to the left Class: left T: faces a student Class: across Class: next to T: stands next to a student T: stands between two students Class: between

Option:

listening comprehension Suggested teac.hing time:

·11>!1:s

(+5 minutes) For a challenge, ask students to name

places near your .school. Make a list on the boar-d. Then have students make sentences describing the location of the places; for ex ample, A pha rmacy is arourrd the corner.

A bookstore is next to our school.

• First listening: Have students write the words they hear. Students can refer to the word.s in Exercise 1 to guide their spelling. • Second listening: Have students confirm their answers. • Call on students for the answers. Ask them to spell each word aloud. AUDIOSCRIPT 1

a l)ank

2 a.school 3 a pharmacy 4 a bookstore

UNIT 3, LESSON 1

T20

www.frenglish.ru

5

Pair work

Suggested �ilchlng tlme.;

l-S mJnu�-l

e

You-ractual teac._hlng Ume:

• Before students do the activity, have them identify the buildings in the pictures.

Have Student A describe a picture and Student B p.oint to the correct one. Then have them switch roles.

Option:

6

1:lll'/1 ul1%f 1Talk about locations

ft-5 minutes)

Grammar

Suggestl!d .teac.h1ng t1me;-

JG minutes-

1

• To demonstrate that Where is used to ask about places, ask questions with Where and places on page 20. S11y

Where's the phormacy? Where's the restaurant ?

• Show that it can refer t o a place. Write on the board: The ba"k i5 acron the 5treet. = Jtj5 acroH t/.,e 5treet. • Direct attention to the Contractions box and review

and It i5 and ask two students to come up and form the contractions. (Where's, It's)

• Ask several students about places near your class; for example, Where's the [Save Bank}? It's [across the st reet).

Language and culture • In Where Is the bookstore,', the definite article the is

L

used because the question is abouta specificplace-both speakers know there is a b'ookstore. • Down the street and up the s'treet are often used interchangeably. Inductive Grammar Charts

Grammar practice Suggested

3-5

teaching timt;?: I minutes

Y.'ouradual teaching time:

I

• Have students study the example. Point outthe contractions Where's and It's in the question and answer.

0� 8

Extra Grammar Exercises.

·11>!1:su Pronunciation

e

Suggested .teac.h1ng t1me;-

2-'I minutes-

You-ractual teac.Jungtime:

Pronunciation Coach Video

• Remind students that yes/ no questions have a rising intonation. Write the following question. As you say it, mark it with a·falling arrow: W/.,ere are yov �?

• Have students listen and repeat chorally. Then call on individual students to say a question from Exercise 7 with the correct intonation.

T21

UNIT 3, LESSON 1

I

Conversation model

Suggested teac h1ng time;

Yburactual tea�h1ng �1me:

2-4 (I\IOUles

This conversation strategy is implicit in this model: • Use You're welcome to formally acknowledge than.ks.

• To prepare students, point to the people in the picture. Say The man and woman are here. Where is the bank?

2 ,:j:1:5

Rhythm and intonation

Suggested

teac hlng lime:

2-3 ,nin.utes

Ya:uractual te.idling time;

· Have students repeat each line chorally. Make sure students: ,, use falling intonation for Excuse me and Where's

the bank?

" use rising Intonation for the bank?

how to form contractions. Write on the board Wl,ere i5

7

1�1:s2

1

• After students read and listen to the conversation, ask Where's the bank? (Around the corner.)

Youra(tual teac.Jungtime:

• Have students study the examples in the chart.

e

1j

(+5 minutes)

Have stud,ents write one sentence about each picture and then compare their sentences in pairs.

Option:

Pronunciation Activities

3

Conversation activator Suggested teaching time:

minute, 5-7

I

Your actual teaching Lilne:

· Point out the·two people on the map. Ask What are the places on the map? Students should use the article� in their answers. (A restaurant, a bookstore, a school, a pharmacy, a newsstand, a bank.)

• Ask yes I no questions about the locations of the buildings in the picture. For example: Is the school next to the bank? (No, it isn't.) Is the restaurant around the corner? (Yes, it is.)

I

OOl'fSTOP! Extend the conversation. Make .a Ji'St .of the places on the map. Students ask about other places.

• Model the conversation with a more confident student Play Role A.

• listen in on student conversations. Encourage students.to use the correct rhythm and intonation.

'@) Conversation Activator Pair Work Cards 4

Change partners Sugge.st-ed l.eac hin9 time:

s minutes

Youractual teacffin.9 time:

• To remind students of questions they can ask and answer with their new partners, write on the board:

ba,.,k

"""'Hta,.,d

p /.,armacy 5c/., ool

bookrt'ore

rert'avra"t

1£jj:1:ti

e

Workbook or MyEnglishl.ab

Speaking Activities: Unit 3, Activity l

www.frenglish.ru

-1

1--------

•

1 ·�Jrul

FYI: These verbs are introduced in the imperative form. Students have not yet been taught the simple present or the present continuous. Therefore, it is not advisable to ask questions or to expect students tQ produce language using these forms.

Vocabulary

Sugge.sted te�chlng timet

l-S: mln\jtes

Yctur"actual teac.hing ume:

• Direct attention to the sentences. Have students repeat them chorally.

0vocabulary Flash Card Player • First listening: Have students study the photos and t.he words.

• Second listening: Have students repeat the words chorally.

Option: (+5 minutes) To extend the activity, have students

take turns saying a vocabulary word as· a partner listens and points to the correct picture.

Option: (+5 minutes) If you h,wen't already introduced

the places in the neighborhood in the Unit 3 Vocabulary Booster on page 126, you may want to do so now. Ask students to listen and study the words. Then ask them to repeatwords chorally.

i

Language and culture • A tox/ can also be called a cab. There .is no difference ii meaning. • When a person says Take the bus, he or she Is talking ab .out the specific bus that goes to a spedfic destination; the d'efinite arti�le the must be used. However, wh.en a person says Take o taxi, the person is talking about any taxi. Th· e indefinite article a mu�t be used. At the Fundamental.s level, it is no.t advisable to explain this difference unless-a · student asks.

2

Grammar Suggested �a·ching time.:

7-10 mrnuter.

Your.actual teaching time:

· Tell students that imperatives are used to give directions. Say Walk, and then demonstrate. Say Don't walk, and stop walking. Ask the class to stand. Say Waiki and have students take a couple of steps. Then say Don't walk/ Repeat these two instructions several times, so that students understand that imperatives are instructions.

• Show students how to form the negative imperative.

Write Wolk on the board. Then write Do ,.,ot before walk. Then erase the o in not and draw an apostrophe above the empty space to form the contraction. Have students repeat the phrase chorally.

• Books closed. Say an affirmative imperative and ask students to make it negative using don't. For example: T: Walk. S: Don't walk.

T: Take a taxi, S: Don't take a taxi. T: Drive. S: Don't drive.

'91nductive Grammar Charts

3

Vocabulary Suggested leaching time;-

I grammar practice 5-10 m1nu.te1

Yourac.tual t�c.h,ng tune:

• Model the first item for the class. Ask a student to read Item 1 aloud to you. (Walk to the bookstore.) Point to each picture and say Walk to the bookstore? Say No. until you reach the very last option (I). Then say Walk to the bookstore? Say Yes! LetterJ. • Have students do the activity in pairs. Move around the room and listen in.

• To review the answers, say each imperative sentence and have individual students r.espond with the correct letter. For example: T: Walk to the bookstore. S: Letter j.

oe

Extra Grammar Exercises

UNIT 3, LESSON 2

T22

www.frenglish.ru

4 -��

I

Listening comprehension

Suggestl!d teaching timt;?:

1G minutes

Youra(tual teach,ng trme:

I

• Tell students that they will listen to the directions and write one affirmative and one negative imperative for each item. • First listening: Stop the audio after each item. Have students listen to each sentence, repeat the imperatives they hear, and then write the two imperative sentences. Use gestures to Clarify the procedure: listen, repeat, write.

FYI: If you do not use the audio, be sure to say the sentences using riatural speech. Your students may want you to say each "','Ord separ�tely, but they need to practice understanding chunks, Let them listen multiple times, but do not break the sentences down word by word. · Second listening: Have students confirm their answers. • To review answers, write the sentences on the board and have students correct their answers.

• Have the class look at the photographs of places and identify each one. (Pharmacy, newsstand, bookstore, restaurant, school, and bank)

DOl1STOP! Extend the conversation. To review the language in the Recycle box, ask various students W'here /j the pharmacy? or Where Is the restaurant?, etc., and have them tell you where each place is located. • For more support, play the ConvHsation Activator Video

before students do this activity themselves. In Scene 1, the actors use different words in the -gaps from the ones in the Conversation Model. In Scene 2, the actors extend the conversation. After each scene, ask students how the model has been changed by the actors.

• With the class, brainstorm different ways to get to places and write them on the board. Use the Vocabulary from page 22. · Model the conversation with a more confident student Play Role A to model extending the conversation. T: Can I walk to the bank?

S: The bank? Sure.

AUDIOSCRIPT 1 Don't drive to the restauranl. Take the bus. 2 Drive to the bank Don't walk. 3 Walk to the school. Doro'l 1ake the buSc 4 Don't lake the bus lo the bool<slora. Take a taxi. s Takeihe bus to the ph a rmacy. Don't drive.

l,lll'lt'mljij:ill Discuss how to get placesI 1 -�J,;!i]) Conversation model Suggested teacl1in_g time;

3-5 _m,nute..s

Your actual leaching tJme.::

This conversation strategy is implicit in the model: • Use OK to acknowledge advice. · Point to the photo. Point to the woman and say She Is A. Point to the man and say He is 8.

FYI: Only Can I walk . . . ? Is taught in this practice.

Students should not be expected to produce Can she walk, Can you walk, Can he drive, etc.

2 -�

Rhythm and intonation

Suggested teac.htng time�

Your actual teaching time.i

• Have students repeat each line chorally. Make sure students: • use ris.ing intonation for Can I walk to t/Je bookstore-? • use falling intonation for And what about the school? ,, include a short pause between Don't walk and Drive. � use rising intonation for The bookstore? The school?

3

Conversation activator

e

Suggested teachin_g time·:

10 minutes

Your actual teaching time·�

Conversation Activator Video

• Note: You can print the script or you can show a running transcript on the video player on the ActiveTeach. The

script also appears on page 181 of this Teacher's Edition.

T23

UNIT 3, LESSON 2

T: And what about the pharmacy?

S: The pharmacy? Don't walk. Take the bus.

T: 0 K. Thanks!

T: Can I walk to the' bank'?

S: The bank? Sure.

T: Where is it?

S: It's next to the bookstore.

' Encourage students lo use a.s much language from the Recycle box as possible. Have students check off the phrases in the Re cycle box as they use them. · Be sure to reinforce the use of the conversation strategy. Make sure studenis say OK. Thanks! like they mean it! ,� Conversation Activator Video Script; Conversation � Activator P.air Work Cards

4

Change partners Suggested teac hln9 lime!

5

mfn-ute1

V.a ur aclua1 tl?achin9 time!

• Encourage students to take turns asking about other places with a new partner. Encourage them to use the pictures and the language In the Recycle box.

Option: (+5 minutes) To extend the activity, have several pairs role-play a conversation In front of the class.

itO:tF1

Workbook or MyEnglishl.ab

i.@ Speaking Activities: Unit 3, Activity 2

www.frenglish.ru

-1

1--------

•

1 \�3.:ill

3 Vocabulary

Sugge.sted te�chlng timet

l-S: mln\jtes

Yo.ur"actual teac.hing ume:

• ·After listening and repeating the words, focus on syllables and stress in multi-syllabic words. This will help students' pronunciation. Tap or clap out the syllables as you say each word. In the multi-syllabic words, clap or tap more loudly on the stressed syllable. For example: car: 1 Bicycle: 3 MOped: 2 SUBway: 2 MOtorcycle: 4

L

• A train goes in and out of cities, but subw.ay is _used fo. a train that travels underground. Many cities have.spedal names for their subway sy.stems; for example: Washington D.C. has the Metro and San Francisco the BART(for Bay Area Rapid TransiO. In London· the subway is called the tube or underground.

2

Pair work

Suggested � a c· hing time.:

s mrnuter.

.Suggested teaching dme,

s mlnute.l

Yo·ur ac tuaJ teac hfng time.:

• Point to each picture and say the caption aloud. Then point and ask the class to repeat.

0vocabulary Flash Card Player

Language and cu}ture

Grammar

Yo.ur.actual teaching time:

· Model the activity. Spell a word aloud and have students write it down.

• Say other means of transportation from the Vocabulary and have students use the word in a by-phrase.

T: Moped. S: By moped.

9

Inductive Grammar Charts

4 ,��

Listening comprehension

Sugges.ted Jeac:.lung time:

5-7

mJnut@$

Yo'ur actu.il tea'c.hln.9 trme:

• Before students listen, have them identify all the means of transportation in the pictures. • First listening: Have students listen and circle the correct item. • Second listening: H-ave students confirm their answers.

AUDIOSCRIPT 1 2 3 4

s

I go by motorcycle to lhe restauranl I go by taxi to the pharmacy. I go by moped to the bookslora. I go by bus to the Morton School. I go by train to New York.

oe

Extra Grammar Exercise

• Encourage students to include some words from the vocabulary lessons on pages 20 and 22.

Option: (+5 minutes) For a different approach, have -students

.participate in a spelling bee in pairs. Student A calls out a new vocabulary word ·and Student B spells it aloud. After three words, have them switch roles.

UNIT 3, LESSON 3

T24.

www.frenglish.ru

5

I ,

Vocabulary

Suggestl!d teaching timt;?:

minutes

2 \l!>'l:§3] Rhythm and intonation

Youra(tual teach,ng trme:

Suggested teaching time:

2-S

minute,

• Point out that there is no to in go home. Write on the

What about you?

� use rising intonation for Me?

board 90 to �ome and then cross out to. • Point out there is no definite article the in these expressions.Write on the board: 90 to tl,e 5cl,ool and then cross out the.

FYI: In the Vocabulary,

only go+ [place] is taught In this lesson.The simple present tense Is taught In Unit 7, so at this point students should not be expected to produce he goes, she goes, etc.

3

Conversation activator Suggested teac hln9 liine!

• Brainstorm with the class other places around town students can mention in the conversation, and write them on the board·.For example:

the pharmac y

Youra(tual teach,ng trme:

their conversations.

4

• Play the audio two times for each item. First listening: have students check work, home; or school. Second listening: Have students write the phrase with by.

FYI: Items 3 and 5 use the verb take+ [means of transportation]. Students need to write down by+ [means of transportation] (3 by train, 5 by bus) Option:

(+5 minutes) For a challenge, have students use the information in the chart to write complete sentences; for example, I go home by car. I go to work by subway. I go to

Change partners Suggested teachln·g fi"!'!e.;

Option: (+IS minutes) Extend the activity by drawing the following bar graph organizer on the board, or print it out and distribute to students. Have students survey the clas�, or other students in the school, on how they go to schooL Students put an "X" in one box for each response. Bar Graph: How do you go to school?

AUDIOSCRIPT 1 I go home by car. 2 I go lo worl< by subway. 3 I lake Iha train to school.

1:1 m1/1'miO:lliois,uss

4 I go to worl< by motorcycle. s I lake the bus home. 6 I go to school by taxi.

I

--2-5.

I drive. I walk.

x By

taxi,

Sy

x x x x

x

x

x

x By

By

Sy

By

bicycle, moped. train. bus, subv,ay.

other:

,� Graphic Organizers; Conversation Activator Pair 1C'WorkCards

• Ask various students How do you go to school? Students can answer by [subwoyTor I walk.

FYI: I walk is taught for this practlce only. Students should not be expected to produce other simple present forms of walk yet. • I walk is more common than I 90 by·fo ot'ln "SP(?ken English.

)(

x

Your actual teac.hin9 Um@!

Language an.d culture

x

x

transportation

minute�

x

x

This conversation strategy Is Implicit In the model: • Use What about you? to show interest in another person.

UNIT 3, LESSON 3

Ya:uractual teaching ti.me;

• To review, ask several students How do you go to school? How do you go to work? How do you go home?

school by train.

T25

tl,e ba,,k

• Move around the room and listen in as students practice

• Do the example together as a class.

Suggested

Y.a ur actual tl?aching time!

10 mfn-u te-,,

the wpermarket

teaching time:

Yburactual teaching Lune;

· Have students repeat each line chorally. Make sure students: ,, use falling intonation for How do you go to school? and

(!)vocabulary Flash Card Player

Suggestl!d S-10 I teaching timt;?: minutes

I

L

•£0:Ui

Workbook or MyEnglishl.ab ,� Speaking Activities: Unit 3, Activity 3; "Find Someone Who ..." Activity

1C'

---i1f;t1!���uu1t---------------------www.frenglish.ru

1 ,i>i�

Reading

Sugge.sted te�chlng timet

10 mln\jtes

Yctur"actual teac.hing ume:

· Pre-reading: To practice scanning, ask students to read the text (quickly) and underline the transportation each p�rson uses (walk, car, train, walk, bus).

Option: (+IOmlnvtesJ For a different approach, divide the class into team.sand quiz them on the re-ading. Each team has 15 seconds to answer your questions. All ow students to look for the answers in the book. As� the questions in the book and these additional questions: Where is Matt Carson's home? (Around the corner from the school.) Is Min Park a teacher? (No, she's not.) Is Mr. Jackson a doctor? (No, he's not.) Is Mr. Green a teacher? (Yes, he is.) What is laura Blake's occup·atlon? (She's a bank manager.) What ,s Laura Blake's neighbor's name? (Brad Lane.) Is Matt Car�on a student? (Yes, he Is.) Is Min Park's office next to her home? (No, it i·sn't.)

• Have students read the text silently. Then have them close

Mark Jackfo,.. 1 Lav.ra Park, MattCarfo'1, Art6ree.,.

their books. On the board, write Blake, Mi ,..

• Pronounce each name and have students repeat. Then read the following senten ·ces. Have students identify who each person is. He's an architect. (Mark Jackson.) He Is laura Blake's colleague. (Brad Lane.) She Is Brad lane's neighbor. (Laura Blake.) He is Matt Carson's teacher. (Art Green.)

She Is a doctor. (Min Park.) She's a bank manager. (Laura Blake) He's Art Green's student. (Matt Carson.) Option: (+IOmlnvtesJ To use this reading for pronunciation practice, have students read silently as they listen to the audio. Have students circle words they want to practice. After each reading segment, stop the audio, ask students for their circled words, model the pronunciation of these words one-by-one, and have students repeat chorally.

(8 Learning Strategies 2

5 tO minu.te.,;

3

Extra Reading Comprehension Exerd , ses

Group work S.uggo
S-10 mtn.utes

'(our actual

lea.ching time.:.

• If there is enough board space, have groups of students draw their own maps on the board. lf the bo�rd space is limited, draw one map with student input. • To· encourage students to add detail to their maps, ask questions; for example, Where is [the pharmacy I

supermarket I newsstand I restaurant I bookstore]?

• Review the Recycle box before students stairt their conversations. You may want to have students repeat each line chorally. • Circulate and listen in on student conversations. When students' conversations slow down, point to a new question in the Recycle box that they can use.

Pair work Suggeited teactiing time:

Ol8

Your actual 1�ac.hing time:

• Read the model aloud with a student. • Give students a few minutes to find the answers to tne questions in the text. • Then have pairs ask and answer the questions. • To review answers, call on two students for each item. Student A reads the question, and Student B answers.

Option; (+5 minutes} For a different approach, make true

and false statements about the neighborhood map on the board. Have students say whether your statement is true or false and then correct your false statements. For example:

T: The newsstand is next to the pharmacy.

S: False. Th.e newsstand is next to the bank.

Option: GRAMMAR BOOSTER (+15 minutes)

fj)Q

Top Notch Pop Song Video and Karaoke Video

UNrr 3, EXTENSION

T26

--------------------------,1:}l'Hl'i'J--www.frenglish.ru

�Digital Games

Before the first activity, give students a few minutes of silent time to explore the picture and become famlllat with It: Contest Suggested .teac.h1ng t1m e;

5 10 -

minutes

You-ractual teac.Jung time:

• Divide the class Into small teams. Gtve the students one minute to study the picture. Tell the teams to dose the book. • Have teams take turns making one statement about the picture. For example: The school is down the street. The pharmacy is next to the restaurant. • Give each team one point for each sentence that Is correct In both form and meaning. Possible responses . . .

---------- -----,

The bank is n.ext to the restaurant. The pharmacy h around lhe c'Orner. The bookstore-is across the street. The sc.hool is down the s-tree1. The newsstand hon the lefL The sub,vay' is on the righi.

Option: (+5-10 minutes) As an alternative, ask the teams questions. Give each team one point for each question It answers correctly In 30 se·conds. If a team can't answer the question, t.he next team tries to answer the same question. For example: Where i, tilebank? (The bank Is next to the restaurant.) Is the·newsstand next to the pharmacy? (No, It Isn't.) [Point to the pharmacy and say You are at the pharmacy.] Is the bank around the corner? (Yes, It ts.) Pair work Suggested

teac.htng time�

10 mJnute.s

Your actual teolching time.i

• Point to the two people by the school. Model the example conversation with a student. Then extend the conversation by asking more questions; for example: How do you go to school? How do you go home? • Have students work In pairs to create conversations. •Call on volunteers to role-play a conversation for the class. Option: ff,5 minutes) To provide extra support, allow students to write the conversation before they act It o.ut. Possible responses . . .

---------------.

(The two people intiont of the S
(The two peopl• at the n,wntand.) A: Can I walk to the supermarket' 8: The supermarket? Don't walk. Take a taxi. A: OK. Thank,!

T27

UN.IT 3, REVIEW

[The two people at the bus·stop.) A: Excuse me. Where is the school' 8: The school? It's down the ,tree!. A: Can I walk to the·school? 8, Yes. It's over there. A:Thank you. B: You're welcome. (The two people att-he bookstore) A: £reuse me. \Vhere's the bank? 8: The bank?. It's across the street. It's next to the. r.. tauranL It's on the right. ,I\: On t�e right? 8: Yes. A: Thank you. B: You're·,velcome,

Writing Sugges tl!d . teac h1ng time:

10 minute

Y.a ur actual teaching ti ,ne::

• Have students work lndlvldually on their questions and answers. Review answers as a class. Write questions and answers on the board as students give them. Possible responses . . . ---------- -----, Where i.s the bank? The bank is nex.l to the restaurant. Where i.s the fubway?The sub.way i-s across the streeL Where i, the ,chool? It', down the street. Where is the.pharmacy' Ifs on the right. Where h the.bookstore? It's across the street. h the ne•Nsstand nex1 to th'e bank? No, it hn't. h the pharmacy next to the re1taurant? Yes, it is. Is the bank around the corner? Yes, it is. . Is the ne•vsstc1nd across the street? No, it hn't. Is the bookstore on the left? Yes. it is: ls the bank between the restaurant and the pharm acy? No, it Isn't.

'@) Writing Process Worksheets Option: Oral Progress Assessment

Use the lllustratt0n on page 17'for an oral test. Tell the student that you are golng to do a role play. Point to the two people talking In front of the pookstore. Ask Where ts the.bank? Have the.student respond. Ask other questions aboot the locations of places In the picture. Evaluate students on lntelllglblllty, fluenc.y� corre.ct use of target grammar, and apptoptlate lJse of vocabulary.

@) Oral Progress Assessment Charts Option:

WRITING BOOSTER

(Structured support for preparing writing)

itO:tkt

On the Internet: • Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: • Assessment • Top Notch Pop Song Activities · Top Notch TV Video Program and Activity Worksheets · Supplementary Pronunciation lessons • Conversation Activator Video Scripts • Audioscripts and Answer keys · Unit Study G·uides

www.frenglish.ru

Family

• 1 ·�

2

Pair work Sugges.ted Jeac.lung time:

Vocabulary

Sugge.sted tE?.i'c.hing tfm.e:

7-10 mlnutes

Your.actual teaching tinie;

• Give students a minute to look at the family tree before listening. Write on the board: noat) 1 l'loina", boy, 9irl. Point to people in the pictures in the family tree and ask Is she a woman? Is he a boy? Students can answer yes or no. • After students listen twice, ask How many syllables are in each word? S�y each word again and have students say the number of syllables. • Write the words on the board and draw dots above each syllable (see page 16 of the Student's Book for an example). Draw a larger dot above the first syllable of all the multi-syllabic· words. Say The tirst syllable has moFe

stress; for example, GRAND mother GRANDfather MOTHer FATHer.

• Have students chorally practice each word with the proper stress.

• To check comprehension, ask Is a grandson a boy or girl? (A boy.) Is a daughter a boy or a girl? (A girl.) Is a brother a boy or girl? (A boy.) Is a grandmother a man or a woman? (A woman.) Is a,husband a man or a woman? (A man.) Is a wife a man or a woman?.· (A woman.) Is a grandfathe-r a man or a womon? (A man.) Is ,a sister a boy or a girl? (A girl.) Is a father a man or a woman? (A man.) Is a son a boy or a girl? (A boy) Is a mother a man or a woman? (A woman.) Is a granddaughter a boy or a girl? (A girl.) Option: (+S minutes) To review subject pronouns and the verb be, have -students work in pairs to say or write sentences about the people in the pictures; for example, She's a grandmother. He's a grandfather. They're

grandparents. Languag.e and culture

L

• In spo�en informal English,, these words are olten used, especially within a family: (grandmother) Gra.ndma; (grandfather) Grandpa, Grandd_ad; (mother) Mom, Ma, Mommy (by young ctiildren); (father) Dad, Daddy (by young children). In informal English, many people use the expressions my baby sister or my baby brothe� for a younger sister or br.other and myliig sister or iny big brother for an older sister or brother. • In British English, Mum or Mummy (by young_ children) are often used for mother and Dad is often used for father:

J-5 m_inut�

Yo'ur actu.i I tea'c.hln.9 trme:

• Model the activity. Point to the mother on the family tree and then point to the daughter. Say She is her daughter. Point to the grandmother and then point to the daughter. Say She is her granddaughter. Say the following sentences and have students point to the pictures ofthe people in the relationship.

She's his sister. He's her husband. He's her brother. They're their children. She's their granddaughter. FYI: Some students- may struggle with a feminine possessive adjective before a masculine word (for example, his sister) or a ma,sculine possessive adjective, before a feminine word (for example,. he.r brother). In English, the possessive adJective is determined by the possessor (she or he), not th·e person possessed. To clarify this point for students, point to the picture of the mother [SJ and say her and then point to the picture of the son [9] �nd say son. Repeat with a few other combinations (his wife, his

daughter, her brother, his sister, his granddaughter, her father, his mother).

• Move around the room as students are talking and make sure they are using the subject pronouns and possessive adjectives correctly.

3

·�2,01] Listening comprehensiorn Sugges.ted Jeac:.lung time:

5--10 mJnut@$

Yo'ur actu.il tea'c.hln.9 trme:

• First listening: Have students look at the pictures and check the correct picture. • Second listening: Review answers by asking student-s to identify the conrect picture; for example, Teacher: Number one. Student: Picture two, • You may want students to listen again to review the correct information.

Option:

For a challenge, give students a dictation. Say each sentence from the audio twice. A&k students to write the sentence. To review an�wers, ask various students to write one sentence on the board. Correct any mistakes. Then ask students to repeat each sentence chorally. (+5 mioutes)

AUDIOSCRIPT 1 The boy? Hes ' my grandson. 2 She's my wife. 3 They're my sist9fS. 4 He's my brolher. s She's my daughler. 6 The girls? They' re my granddaughters.

UNIT 4, LESSON 1

T28

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4

Grammar Suggested �ilchlng tlme.;

You-ractual teac._hlng Ume:

8-10 mJnu�-l

• Direct attention to the Grammar box and have students study the examples. • Write 1

cin the board:

"''t

if fhe? SJ.e'f fifi°er. 1 if J.e? He f my brotJ.er,

2 3

ore tf.ey? Tf.ey're my pore"tf.

• Point to each blank and ask Who or Whot? (Who.) Fill in the blanks and say We use who to ask questions about

people. • Direct attention to. the contractions and have students repeat them after you. • Point to your questions on the board. Ask Is a contraction OK in question 1? (Yes.) Is a contraction OK in question 2? (Yes.) Is a contraction OK in question 3? (No.) Write in the contractions on the board where possible and cross. out the uncontracted forms. (Who's she? Who's·he?) · Point out that the form Who are cannot be contracted. • Indicate one student and ask Who Is she? (She's [Pamela].) Indicate two or three students and ask Who are they? (They're [our classmates].) Say a specific name and ask Who's Tom? (He's [my I our classmate].) • Point out that questions with Who can be answered with just a name or a relationship; for example, Who is he? My

dad. Who are they? My sisters. Option: (+5 minutes) Extend the activity by showing photos

of celebrities. Have students work with a partner to ask and .answer questions with Who.

e 5

Inductive Grammar Charts

Grammar practice Suggested

teaching time:

3-S..

minutes

Your actual teac.hin9 Um@!

• Read the·example aloud. • Remind students to make contractions when possible. (Items 4 and 6 cannot be contracted.) • To review, have students compare answers in pairs. Then call on pairs to read the conversations aloud to the class. Encourage students to be expressive as they read aloud.

00

Extra Grammar Exercises

· Point to the photo album and the woman on the left and say These are photos of her family. · To check comprehension after students listen, ask Who are the people In the photos? (Her father and her sisters.)

2

�2;p,i1 Rhythm and intonation Suggested 1.ea,.:hing trme;

they?

• stress that and they in the two questions.

3

Conversation activator ·suggested teaching time·:

10 mlnute:s

Your actual teaching time;

FYI: Students may use photos of their family that they have on their cell phones. Students who do not have family photos or cell phone pictures can draw a family tree on a piece of paper and write in the names of family members. OON1STOP! Extend the conversation. Before students begin their conversations, tell them to ask additional questions from the Recycle box. • Model the conversation with a more confi: dent student. For example: T: Who's that? [pointing to a picture the student is holding] S: That's my brother. T: What's his name? S: His name is Sam. T: How do you spell that? S: S-A-M. T: If your brother a sttldent? S: No, he isn't. He's a banker. T: And who's that? S: That's my mother. T: What's her occupation? • Be sure to reinforce the use of the conversation strategy; for example, point to someone the student is not talking about in his or her photo and ask And who's that? to shift the topic.

e 4

Conversation Activator Pair Work Cards

Change partners .Sug9ested

teachmg t,me;-

S

rplnutes

'lour actual leaching time:

• To review, ask students about thek partner's pictures. Suggesti=d 2-l I .teac.h1ng time;minutes

Your actual teac.Jung time:

This conversation strategy is implicit in the model: • Use And ... ? to shift the topic.

T29

Your actual ti'a,hrng time-;

• Have students repeat each line chorally. Make sure students: • use falling intonation for Who's that? and And who are

l,[11';1j1jl01j:l1dentify people in your familyI

1

2 minute�

UNIT 4, LESSON 1

H:ilil:�i

e

Workbook or MyEnglishlab Speaking Activities: Unit 4, Activity 1

www.frenglish.ru

-1

1--------

•

4

�.1..Ql

Suggested

Vocabulary Sugge.sted teaching timet

teaching time:

3 mln\jtes

Yctur.actual teac.hing ume:

0vocabulary Flash Card Player • Show that good-looking is used for both males and females. Point to the pictures of the man and woman . Say She's good-looking. He's good-looking. They're

good-looking.

Option:

(+5 minutes)

Language and culture

• Pre.tty is. generally not used for men. Cute for children means adorable. Cute for adults means attiactive in informal spoken English. In most.English-spe.aktng countries, it can be rude to refer to someone directly as old.

2

Grammar Suggested � ac · hing time;

7-10 mrnutes

Your.actual l'@aching time:

· Direct attention to the first part of the Grammar box and have students read the examples.

• To check comprehension, point to the pictures in the family tree on page 28 and make statements. Have students correct your false -statements. For example: [Pointing to picture 2] She's young. (No, she's not. She's old.) [Pointing to picture 5) She's handsome. (No, she's not. She's pretty.] [Pointing to picture 14] He's pretty. (No, he's not. He's handsome.] [Pointing to picture 16] He's cute. (Yes, he is.)

• Direct attention to the bottom part of the box and have

students study the explanation and examples with very and so. Point out the box on the side that shows the meaning of very and so.

• Show students ihat very and so come before the adjective. Point out that very and so are stressed. Have students say the examples chorally.

• To practice the new adjectives, have students identify famous people who fit the adjectives. Say Let's talk about actors and athletes. Who is very handsome? Who is very tall? Who is very pretty? Who is so cute? Who's very old? Who's very young?

(8 Inductive Grammar Charts 3 Pair work Suggested tea.ching tfm.e.:·

2-(

minule-s

Listening comprehension 10-15 minutes

Yourac.tual tea�Jl,ng tune:

• Have students listen and circle the adjectives for the. people. Then h.ave them listen to confirm tlheir answers.

FYI: Items 1 and 6 on the audio are different from the words on the page, but they have the same meaning. (1 good-looking= handsome; 6 pretty= good-looking.)

• To review the answers, ask individual students to say the complete sentences; for example, Number one. Her

husband is handsome.

AUDIOSCRIPT CONVERSATl ON 1 F1: What's your husband's name? F2: Renaldo. F1: Is he good-looking? F2: Yes, he is. CONVERSATION 2 F: Who's that? M: Oh, that's my daughter. She's twelve. F: She's so cute! M: Thank you. CONVERSATION 3 M: Are those yollr broth01S? F: Yup. M: Oh. they're so youngl F: Yeah, Mike's siKteen. And Don's only twelve.

e 5

CONVERSATION 4 F: Who's that? '. M: That s my oon. He's eighteen. F: He's VSJY-tall! M: Yes, he is. CONVERSATION 5 M: Who's lhaf? F: Oh, that's my father. He's an archiiecl M: Really? F: Yes. And he's \,ery short. Like me. CONVERSATION 6 F: Who are they? M: They're my sisters. F: Oh, they're so preltyl M: I think so, 100.

learning Strategies

Vocabulary I grammar practice ·Suggested ��ching time:

4 m1nulel

Your.actual teac:hlng tfn1e;

• To warm up, have students look at the photos, listen to the questions., and point to the corresponding people in the photos on pages 30 and 31. Who's pretty? (The women in Photos 1, 4, 5, and 6.) Who's young? (Photo 2 and the children in Photo 3.) Who's old? (The men in Photos 3 and 5.) Who's cute? (Photo 2 and the children in Photo 3.) Who's short?(The man in Photo 4 and the woman in Photo 6.) Who's tall? (The woman in Photo 4 and the man in Photo 6.) • After students complete the exercises, ask individual students to read their sentences aloud to the class.

Option:

(+5 minutes) Extend the activity by having students

write additional sentences about the people in the pictures.

oe

Extra Grammar Exercises

Your actual Leaching time-

• Read the model aloud to the class. Then give an example from your own class.

UNIT 4, LESSON 2

T30

www.frenglish.ru

6

Vocabulary Sug9ested te�c.hln9 time;

I grammar practice 4-5 minutes

Your actual teaching lame:

• Model the activity. Wri
l,lll

s /111ji0:i( IDescribe your relative I

1

motl,er: doctor, rhort 9raridfath er: old, rho rt Say My sister is very tall. She's an athlete and a student. My mother is a doctor. She's short. My grandfather is very old. He's short.

0011STOP! Extend the conversation. Brainstorm additional questions students can ask their partners to continue the conversation. Ask the class What are more questions about your dassmate's family? Write students' ideas on the board.Students can say:

Where is he/ she from? Is he/ she a [student]? Is he/ she good-looking? Is he/ she tall?

11>1 2,osl Conversation model

1

Suggested teaching time:

3 m1nu·1e�

Your actual teaching bme:

These conversation strategies are implicit in the model: • Use Tell me about ... to invite someone to talk about a topic. • Use Well ... to indicate y·ou are de�iding how to begin a response. • Use And how about ... ?to ask for more information.

• After students read and listen, check comprehension. Ask What's his father's occupation? (He's a doctor.) What's his mother's occupation? (She's an engineer.) Is his father short? (No, he's not. He's very tall.) Is his mother pretty? (Yes, she is. She's very pretty.)

2 �ffl

Rhythm and intonation

Suggested teaching time:

z

fTIIOUl@S

Your.aclual �"ach1ng lime.:

• Have students repeat each line chorally. Make sur.e students: • use falling intonation for Tell me about your fathn and

And how about your mother?

• pronounce the language chunk Tell me about your as a single word. • pause sli.ghtly after Well . ..

3

5-10 mlncrte,

You.ractual teachlng trm.e:

• Review the words for family relationships. Say Tell me all the words for relatives. Write students' ideas on the board: 9raridpareritr: 9raridmother / 9raridfather

pareritr: mother/ father

cJ.ildreri: dav9hter / io,.. 9raridchildre": 9ra,..d50,.. / 9rar,ddav9J.,ter i,,ife / h v rbarid 5,5ter / brotl,er

UNIT 4, LESSON 2

· Model the conversation with a more confident student. Play Role A so that you can a5k more questions. For example:

T: Tell me· about your family. S: Well, my mother is a teacher. Sile's very tall. T: Is she pretty? S: Yes, she's very pretty! T: And how about your father?

· To provide feedback as students practice their conversations, move around the room and listen in. Encourage students to ask additional questions from the board. Tell students to make a list of the additional questions they �sk in their conversations.

Option: (+5 minutes) For a different approach, bring to class magazines, newspapers, or other print materials that have pictures of people. Have students create conversations describing them.

e 4

Conversation Activator Pair Work Cards

Change partners Suggested te;iching tl·me;

Conversation activator Suggested teach1n9 ttme:

T31

• Have students llst their relatives and wo irds to describe them.Model this step. Write on the board: rifter: tall, athlete

5

mrnu�s

Your actual t@il<-h1n_g time:

· To review, ask students about their partner's family. Say Tell me about his/ lier family. Your students can say, for example, She has o daughter. She's very cute. Her husband

is from-· He's tall and handsome. He's an engineer.

i£01U1

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Workbook or MyEnglishLab

Speaking Activities: Unit 4, Activity 2

www.frenglish.ru

-1

1--------

• 1

3

�.1...12: Vocabulary Suggested tea
Grammar Suggested

tfm. e. :· teaching .

8

minute-s

Your actual Leach-ing time.-

• Direct attention to the sentence in the speech balloon. Read it aloud to the class. Have students study the exampl,es in �he box. • To clarify the meaning of have, talk about classroom .objects and things (not people). Hold up a book and .say I have a beek. Indicate a student and say [Steve] has two books. Walk around the roo.m and say sentences to point out different objects students have. • To demonstrate the use of have to talk about family members, write family vqcabulary on the board: rirteri brother, 1,1i·fe1 horba"d, dao9hter1 fo,... • Make statement.s about your own family; for example,

I have [one sister]. I have [two daughters].

• Call on various students to use have to make a statement about their family. You may want to write their sentences on the board.

Option:

(+5 minuresJ For basic practice, do a substitution

drill with the class. For example: Teacher: I have a book. Amanda. Student A'. Amanda has a book. Teacher: .Grace .and Dennis. Student B: Grace and Dennis have a book.

l8 Inductive Grammar Charts 2

2-4 minu.te.,;

Your actual 1�ac.hing time:

(!)vocabulary Flash Card Player • Before listening: Review numbers 0-20 (Unit2) by asking students to count aloud. You may want to write some numbers on the board and have students identify them. • Have students repeat the numbers chorally as they listen. • After listening: Check comprehension. Dictate strings of two or three numbers and have students write them as numerals; for example, 29, 40, 64. Include numbers not pres.ented on this page; for example, 33, 45, 52, etc. Write the numbers on the board for students to check their answers.

language and cu1ture • For the numbers 101, 102-, etc. people also say one hundred and one, etc.

+

• Have students compare their answers in pairs.

(+5 minutes) For a c;lifferent approach, write on the

board a few correct and incorrect sentences with have. For example: I'm have a brother. Yov l,ave t1,10 rirterf. SI,e'f l,af three 9ra"dd,i ldre". He have Of\e fOf\. They haver t1,10 dav9ht,erf. Point to each sentence and ask the class Is it OK? If the class says flO, invite a studert volunteer to come up to the board and correct the sentence.

language and culture

L

• In spoken English, it is common to say I have no brathers or sisters and I have no ehildren (instead of I don't have �my brothers or sisters·and I don't.have.any �hlldren). Extra Grammar Exercises

Pronunciation

suggested teacll1n9 tT1ne�

• Call on individual students to read their personal sentence to the class.

O@

L

Option: (+IOminures) For a challenge, introduce the· language of addition and do math problems with students. Write the plus sign and say plus. Write the equals sign and say equals. Write examples on the board: (plvr} (eqvalr} 23 10 = 33 15 + '12 = 57 (,lj 1(, = 80 Make sure the totals do not add up to over 100. Say twenty­ three plus ten equals thirty-three. Then ask students to work in pairs to say the other equations.

4 .. �2'ill]

• Do the first item with the class.

Option:

Yourac.tual tea�Jl,ng tune:

+

Grammar practice Suggeited teactiing time:

l-S minutes

2-4 mlnutes

YP u r�. c.t, u.i I teach1ng Hme:

(;)Pronunciation Coach Video • First listening: Ask students to listen and notice the stress for each number. • Second listening: Have students listen and repeat chorally, paying particular attention to where they place the stress in each word.

e 5

Pronunciation Activities

Pair work Suggeste
Z-4

minutE.S

Youra,tuill te:ac hin9 time.:

• Model the activity with the class. Say a number from the chart and have everyone circle it. Make sure everyone circled the correct number.

Option: (+5 minutes) Ask students to say two of their circled numbers and have the class write the numerals down. Then check answers. Option: (+5 minutes} For additional practice, have the class rnunt backwards from 100; for example, Student A: One hundred; Student B: Ninety-nine: Student C: Ninety-eight, etc.

UNIT 4, LESSON 3

T32

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6

3

Grammar Suggested �ilchlng tlme.;

8 mJnu�-l

You-ractual teac._hlng Ume:

• Direct attention to the Grammar box.

• Call on individual students to read the questions an.d answers to the class. Ma,ke sure they pronounce t.he contractions correctly. • Write the following on the board:

ir ,he? >he\ my rirter.

1. 2.

ir !,er .,ame? Her ,..ame ir Ja,..e. are tJ.ey? The y're 1(., a.,d 17.

;.

• Point to each blank and .ask What, Who, or How old? (1. Who, 2. What, 3. How old)

• Point out that the question words and verbs, How old is and How old are, cannot be contracted.

Language and culture

• In English•speaking cultu[es, ii can be rude to ask

adults their age directly. • The question How old iss , hi?? may be answered She is twenty years old, She is twentr, or Twenty. • In rapid speech (but not in writing), the adjective old and the verb be are often con:tracted l!lhen used with nouns and proper nouns in the que·stion How old Is , , , ?; for example, How old's your sister? In writing, use theJull form.

8 7

Inductive Grammar Charts

Conversation activator

O

3-S.. minutes

Extra Grammar Exercises

1,111'/Ji11IH:Uira1k 1

about your familyI

·�2,12] Conversation model Suggested teac.htng time;

3-4 mlnute..s.

Your actual teach(n_g tirne.i

This conversation strategy Is Implicit in the model: • Use Really? to show Interest or mild surprise. • After students listen and read, ask How old is his brother? (Twenty.) How old are his sisters? (Eighteen and twenty-two.)

2

\�:131 Rhythm and intonation Suggested teaching time:

-2-·3 minutes

Your actual teac.hin9 Um@!

• Have students repeat each line chorally and: ·• use slightly rising intonation for one brother and falling intonation for and two sisters. • use falling Intonation for How old is your brother? ·• use rising intonation for Really? and And your sisters? • use rising intonation for Eighteen and falling intonation for and twenty-twa.

T33

UNIT 4, LESSON 3

Conversation Activator Video

script also appears on page 181 of this Teacher's Edition.

DOl'TSTOP! Extend the conversation. Prepare students to continue the conversation by reviewing the questions in the Recycle box with them. Model each question in the box and have students repeat chorally.

· for more support, play lhe Conversation Activator Video before students do this activity themselves. In Scene 1, the actors use different words in the gaps from the ones in the Conversation Model. In Scene 2, the actors extend

the conversation. After each scene, as� students how the model has been changed by the actors.

• To practice the questions, ask various students What's your father's n ame? or What's his occupation? or Tell me about your grandparents. Have students answer with their personal information.

• Model the conversation with a more confident student Play Role B so that you can model how to extend the conversation using additional questions from the Recycle This Language box. For example:

S: I have qne brother. T: Really? How old is your brother? S: He's 24. T: What's his name? S: Jerry. T: What's his occupation? S: He's an engineer.

• Model the first item for the class.

oe

Yo-ur actuai tHc.hin_g time:

transcript on the video player on the ActiveTeach. The

Your actual teac.hin9 Um@!

• To review, call on indi vidual students to read the questions aloud.

7-10

,nin.utes

• Note: You can print the script or you can show a running

Grammar practice Suggested teaching time:

Suggested teac hlng Um@:

· Reinforce the conversation strategy by encouraging students to say Really? with genuine inter,est

• To provide feedback on student conversations, move around the room and listen in. Make sure each student asks at least one additional question. Have students make a checkmark (.f) next to the question(s) they use.

FYI: Students can use real or imaginary information about their family. (� Conversation Activator Video Scripts; Conversation � Activator Pair Work Cards

4

Change partners Suggestl!d . teac h1ng time:

,

m;nule.l

Y.a ur actual teachi119 tl,ne::

• Have pairs of students present their conversation to the class. After the conversation, ask questions, such as How

old is {her sister]? What's {her] occupation?, etc.

•£0:��i

e

Workbook or MyEnglishlab Speaking Activities: Unit 4, Activity 3

---i1f;t1!���uu1t---------------------www.frenglish.ru

Language and culture

1 ·!'i

· 4

Reading

Sugge.sted te�chlng timet

9-12 mln\jtes

Yctur"actual teac.hing ume:

· Pre-reading: To practice scanning, ask students to read the text quickly and underline the occupations of Gael Carda Bernal, Diego Luna, Dak,ota F_anning , and Jay Chou. (All are actors.) • Then have students read the text silently. • On the board, write Mr.13er ,,al, Mr. and Mr. Cl,ov.

Lv,,a, Mr. fa,,,,i "9,

· Pronounce each of the names and have students repeat. Then have students read the descriptions again. To check comprehension, ask the following questions. Encourage students to find and read the answers from the text: Who is from the United States? (Ms. Fanning.) Who ;j from T:atwan? .(Mr. Chou.) \tllho has one sister? (Mr. Bernal and Ms. Fanning.) \tllho has a girlfriend7 (Mr. Chou.) Who is very pretty? (Ms. fanning and her sister, and Ms. Quinlivan.) \tVIJo is handseme? (Mr. Bernal and Mr. Luna.) Who has no brothers or sisters? (Mr. Chou.) • Ask students to identify each person: His parents aie teachers. (Mr. Chou.) His parents are actors. (Mr. Bernal.) Her sister is an actor. (Ms.. Fanning.)

Option; (+5 minutes/ To use the reading for pronunciation practice, play the audio for the description of Da�ota Fanning as students read. Pause after each sentence and have students repeat, imitating the pronunciation and Intonation. Option; (+10-15 minutes) To turn this reading into a listerning

.activity, draw the following graphic organizer on the board (without the answers) or print out the graphic organiz - er. First listening: Have students listen for and write down the countries people are from with books closed. Help with any spelling questions. Second listening: Have students listen for and write down the occupation and family of each person. Then have students read the text to confirm their .answers. Country

Occupation

Family

Gael Garcia Bernal

Me)C1co

octo>r

pare,,tr, 1 rifter, 2 brotl, .,,r

Dakota Fanning

U,,ited

actor, rtvde11t

actor ri rter, falefMO'\ fot>, er,

Jay Chou

Stater

Tailwo"

r, "9 .,,,

ml.Jfi cio,, a,,d actor

atl,lde mother

tead,er pore,,tr, 9 irlf,, ,.,,d

--.... • Chinese uses characters r.ather tlian an _alphabet, �o names cannot be directly transl.ated from Eil"glish to Chinese. However, people can choose Chinese characters that sound like the English pronun-c.iation ·otthe name. That is why Hannah Quinllvan's Chinese name-is Kun Ling.

e 2

Graphic Organizers; learning Strategies

Reading comprehension Suggested leacfilng time:-

Your.»ctual teachin_g tfme:

· To review the answers, call on individual students to read the sentences. Make necessary corrections.

oe 3

Extra Reading Comprehension Exer:cises

Pair work Suggested leac.f'ling time:-

S-7 minutes

Your actual teachin_g time:

• Have students look at the notepad. Point to each column and ask \tllhat are the questions? Students can say Tell me about your family and ask:

What's his/ her name? How old is he I she? What's his/ her occupation? And how aboc1t . . . ?

Write the questions on the board. · Model the activity with a more confident student. Copy the notepad categories on the board and ask the student questions about his or her family. Complete the no.tepad on the board w.ith information about the student's family. • Write clarifying questions on the board to help students communicate with their partners. For example: Ho� do yov 5pell ti.at? Wl,ot? rJ.e / l.e yo-vr . ..

?

h

4

Group work Suggested te11chJng time.:

3.-S minutes

Vouraclual teaching tfm;e:

• Have students work in groups of three or four. · Have students take turns describing their partner's family to the gr-oup. Encourage students to use their notes.

Option: (+5 minutes) As an alternative, have students write six to" eight sentences about their partner's family using their notes from their interview.

Option: GRAMMAR BOO�TER (+20 minutes)

G)Q

Top Notch Pop Song Video and Karaoke Video

UNIT 4, EXTENSION

T34.

--------------------------il;}l'Hl'i'J--www.frenglish.ru

�Digital Games

Before the first activity, give students a few minutes of silent time to explore the !Photographs and become familiar with them.

7-10 minutes

You-ractual teac.Jung time:

• Say the name of each person in the photographs and have students repeat. • Have two students read the conversation aloud. Ask Who's Ellen? Have them point to the picture oi Ellen. • Move around the room to listen in and make sure students are forming questions correctly. Po-SSible responses .

. . ---------------,

A, Who'1 Nora? B, She'1 Kate and Matt'i ·daughter. A, ii Mia old? 8: No, ,he isn't. A, How old is she' 8: She', about 3 or 4. A: 1, Mia B. ra.ndon\ sister? B: Yes, s. he, h. A: Is Nora Ann'.s daughter? 8: No, ,he isn't. She', Ann's granddaughter. A: 11 Mia hand,ome' 8: No, 1he isn't. She's cute.

Pair work 2 Suggested t:eac·hrng time:

5-7

mJnu'te.s

'r'ou r actual teac_hrng time..

• Have students point to Matt in the picture. Read the example to the class. • Point to two other people in the pictures and call on students to make sentences with has or have. Possible responses . . . ---------------. John is a grandfather./ He ha, a daughter./ Her name i , Natali e. I John has t\vo grandchildren. /Their names are Mia and Brandon./ His grandchildren are ve·ry cute. Option: IH-lminures} As an alternative, have students work together to write statements instead of making them orally. Option: (+5 minutes) For a different approach, form groups of three and have students play a guessing game. Student A describes a person In one of the pictures. Students B and C try to identify the person. Then students switch roles.

Description Suggested te.ach1n_g time :·

5

minutes

Your actual teaching time :· c

• Review the adjectives students have learned In this unit. • Students can do this activity in pairs as a speaking activity or individually as a writing .activity. Possible responses . . . -------------­ John is old. I Brandon is very cute, I Natalie is pretty. ITony is hand,ome. /Ann;, 167]. /Ted ii 170]. / Nora is 112]. / Nick ii young. 'Option: (+5 minutes) Have students compete in teams of three to write as many sentences as possible about one person in the photos. Set a five-minute time limit. Then have. teams take turns reading sentences from their list aloud to the class. Every correct sentence gets a point.

T35

UNIT 4, REVIEW

Suggested teachln9 lime!

8-10 mfn-ute1

Y.a ur actual tl?aching time!

• Have·students work individually to write their sentences. · In pairs, have students read their sentences aloud to

Pair work 1 Suggested .teac.h1ng t1me;

Writing

a partner and make any necessary corrections before submitting their writing to you. Possible responses . . . ----------------. My grandparents are old. They are ,S2. They're from Chicago. Their names are Jim and Sara Parker. �iy parents are doctors. fl'1y mother's name hs Sandra Allen. ��y f.ather"s name is Jules Parker. My mother is very short. My father is very tall. My mother is from New York. I have two brothen. They are 20 and l7 year, old. Their names are Jules and Jimmy. They are students.

e

Writing Process Worksheets

Option: (+5 minutes} For a different approach, organize a student dictation. In grouf:>s of three, have students take turns saying two statements about theirfamilies. Other students write what they hear.

Option: Oral Progress Assessment Use the photos on page 35. • Test listenin.g comprehension: Say Point to the correct perrnn; for e�ample, say I anrAnn. .She is my daughter. (Student points to Kate,) Say They are my grandchildren. (Student point_s to Nora .and Nick.) Say He is my husband. (Student points to Ted.) · T�st speaking: Point at one of the photos. Say Tell me about the fa,ni/y. Evaluate students on intelligibility, fluen
e

Oral Progress Assessment Charts

Option: WRITING BOOSTER (Structured support for preparing writing)

iDl;tNi

On the Internet: • Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: • Assessment • Top Notch Pop Song Activities • Top Notch TV Video Program and Activity Worksheets · Supplementary Pronunciation lessons • Conversation Activator Video Scripts • Audioscripts and Answer keys · Unit Study G·uides

www.frenglish.ru

Events and Times

• 1 ·�

2

e

Vocabulary

Sugge.sted tE?.i'c.hing tfme: .

10-15 mlnutes

�_i:Ii] Pronunciation

(!) Vocabulary Flash Card Player

Your.actua I teaclllng tfn1e;

Pronunciation Coach Video

• Then have them listen again and repeat chorally.

Language and cu1ture

• To review numbers for times, have the class count together from 1-60. • Have students listen 9nce. Then explain some special

features about telling time in English: • Point out that o'dock is used only when identifying the exact hour. Write some di.git.al clock times on the bo,3rd. For example: !..:00 !..:15Say It's six o'clock NOT It's six fifteen o'clo�k. 2.:00 2.:2.0-Say It's two o'dock NOT It's two twenty

o'dock.

• Explain A. M. and P.M. Write on the board: 8:00 A .M. 8:00 P.M, Say •.M. is from twelve midnight to 11:59 in the

morning. P.M is for twelve noon to 11:59 at night. Eight .A.M. Is eig/1t in the morning. Eight P.M. is eight In the evening.

L

• Words .stcessed in a sentence are usually content words for example, nouns, verbs, and adjectives. They,provide the most important information in a senteQce. WorfJs su.ch i as pronouns, prepos tions. and articles,are-c alled function words and are not usuall � stressed· .

3

Pronunciation practice Sugg_ested teachirig time;

3 minute_$

�ouractua.l te:ac hing time.:

• Call on lndlvldual students to read the sentences aloud. • Write additional time sentences on the board. Read each · t one aloud and invite students to come up and draw a do over the two stressed syllables. For example:

It'r t; ,, o'cl;ck.

• Point out that noon or midnight can be stated a·s It's

twelve o'clock.

• ·After listening and repeating, check comprehension. Write the following times on the boar-d, and ask students to say them In · as many ways as possible: ;:OO (It's three o'clock.) ;; q5 (It's three forty-five. It's a quarter'to four.) q:,O (It's four thirty. It's half past four.) 5:15 (It's five fifteen. It's a quarter past five.) !..:2.0 (It's six twenty. It's twenty after six,. ) 7:qo (It's seven forty. It's twenty to eight.)

Option.• (+5 minutes) To prac.tice the times, have students

take turns dictating different times to a partner and writing them. Student A says: It's eight (o'clock) in the maming. Student B writes: 8:00 A.M.

• Telling time 'digitally (saying the e)lact numbers on the clock: It's eleven forty-five} is. more common than the traditional way (usiAg expressions like·a quarter to:

2 m1nulel

• Have students listen and pay attention to the sentence rhythm.

Your.actual teaching tinie;

language and culture

·Suggested ��ching time:

L

lt'5 a quarttr ta twelve). However, encoiJrnge studentsto understand and be able to tell time both way_s. • English speakers use oh and.NOT zero to tell time. They say eight oil three for 8:03 and ten oh five for lQ:05. • In the U.K., the· 24-hour clock is norm.ally usep instead of A.M./ P.M. for train, bus, and air timetables. The 12-hour clock Is nomlally used in the U.S., Canada, andAustralia.

It'r rii�e t�irty.

• Jt If ha " If part 011e. •

•

ItJ5 a quarter to five. •

•

It'r three fiftee11.

9 4

Pronunciation Activities

Pair work Suggested teaching time:

7-10 minutes

Yourac.tual tea�Jl,ng tune:

• Model the correct pronunciation of A.M. and P.M. {'ei rm/ and (/'pi rm/). • Hold up your book and point to the map. Point to London and ask Whal time Is 1t in London? (It's five forty P.M.} Have students repeat the question and the answer chorally. • Ask students a few more questions about times around the world; for example, What time Is It in Beijin9? (It's 1:40 A. M.) What time is If in Caracas? (It's 1:10 P.M.) • As students work in pairs, move around the room and listen in. Ask students to provide the alternative way to say a time, whenever possible; for example, one ten and

ten p.ast one. Option: (+5 minutes) For additional practice, have students take turns saying a time and then which city matches that time; for example, Student A: It's 4:40 A.M, Where am I? Student B: You're In Sydney. Student A: Correct!

UNIT 5, LESSON 1

T36

www.frenglish.ru

5 �

3

Vocabulary

Suggest�

teaching timt:!:

3-5

-minutes

Suggested �ac_hfng time;

Your actual teac.hing lrme:

(!} Vocabulary Flash Card Player

• After students listen, check comprehension by asking questions about students in.your class. In our doss, who's on time? Who's late? Who's ·early? Students can respond to each questiqn by raising their hands,·

L

Language and culture

• Different cultures have different beliefs abou . t the appropriate time to arri\•e for an event. In most English­ speaking countries, it is i mportant to arrive on time or even somewhat early for b olh informal and formal even'ts. ' It is also polite to call and let someone know if you're going to be late.

1

·.�

you're on time I

Conversation model

Suggested te:achlng Ume.:

5 m1nu�.s

Youra�tu:al t.eac.hlng tlme:

This conversati9n strategy is implicit in the model: • Use Uh-oh to indicate you may have made a mistake. • Direct attention to the picture Insert. Say This is a meeting. • After students read and listen, ask What time is it? (It's five to ten.) What time is the meeting? (10:00.) Is the man late? (No, he's early.)

• Point out that the man says Five to ten? with rising intonation to confirm the time he heard.

Rhythm and intonation teaching time:

3-4 minute1

Yo.u ra'ctual

te3c.hin9 time!

• Have students repeat each line chorally. Make sure students: • use falling intonation for What time is the meeting? • use rising intonation for Am/ late? and Five to ten? ·• stress No and not in No, you're not. • do not stress to in Five to ten?

• To focus students-on the stress in each sentence, have them listen a third time and place a large dot over the stressed syllables in each sentence. (Stressed syllabi es: TIME, MEETing, TEN, LATE, NO, NOT, FIVE, TEN, FIVE, TEN, RIGHT, EARiy.)

T37

UNIT 5, LESSON 1

Your.actual te;,chlng time;

• Model the conversation with a more confi.dent student. Play Role A to emphasize the intonation and expression possible In this conversation.

A:

• Ask questions to make sure students understand the context of each picture. Ask What time does En91ish doss start? (�:00.) What time es it in picture 1? (8:45.) What time Is it in picture 2? (8:57.) What time Is It in picture 3? (9:20.)

that

7-10 m1nut'e-s

• Prepare students for the conversation. Say Now it's 2:15.

• Have students listen and study the words and the docks in the pictures.

11Ul'/111)10:j/lCorifii'm

Conversation activator

What time Is the cl.ass?

B: 2:15.

A:. Uh-oh. Ain I late? B: No, you're not. It's 2:15. A: 2:15? B: That's right. You're on time. • Be sure to reinforce the use of the conversation strategy listed with the Conversation Model; for example, to indicate you made a mistake, say Uh-oh with concern.

• As students work in pairs, move around the room listening in on their conversations. Remind students to use different ways to say the time (Two I Two o'clock; Two fifteen/ A quarte'f past two; Two-thirty I Half pmt two.) Also remind students to switch roles and practice using a different prompt. Encourage students to use the correct rhythm and intonation.

e 4

Conversation Activator Pair Work Cards

Change partners Suggested teac_htng time.:

.5-6 m,nut'e-s

Your.actual te.»ching time;

• Write a new time on the board and some new event times so students can continue to practice with their new partners. For example:

Tt'rq:25 Cla rr ir at q: 30. T!,e trai" if at q :15. Tl,., bur ir at 5:00.

o:11t11�1 9

Workbook or MyEnglishlab Speaking Activities: Unit 5, Activity 1

www.frenglish.ru

-1

1--------

•

1 -��

3 ,j.,jz;g4

Suggested

Vocabulary

Suggested teac..htng tim.e.:

,l-l mlnutes

t�aching time; Youractual

I

Vocabulary S m1nute.s

Youractunl teaching t11l)e:

I

FYI: The o in Monday and the u in Sunday are pronounced the same as the so.und /A/ in but.

teac.hrng time:

(!)vocabulary Flash Card Player

• Introduce the days of the week. Have students point to the words as they listen and repeat.

• Have students study the words and pictures as they listen.

• Practice the th sound /9/ in Thursday.

• Have students work in pairs. Student A points to the photos, covering the word for each event. Student B names the event. Then th-ey switch roles.

• Point out that the days of the week are always capitalized in English.

Option: (+2-3 minutes) Extend the activity by having students talk about their favorite events. Say A (dance} is number1 fortne. What is number 1 for you? Students can say A (game] is number 1 for me. Language and culture

• ln·British English, a movie is called a film.

e

-

learning Strategies

2 ...2:21]

Listening comprehension

Suggested teaching time:

6-8 mTnutei

Youractual l'@ac h1n"g Um e!

• First listening: Have students write the name of the event. • Second listening: Have student.s cirde the time. • Third listening: Have students confirm their answers. • Review answers by asking questions; for example, IMlat time is the [dinner]? (Seven forty five. OR A quarter to eight.) AUDIOSCRIPT CONVERSATION 1 M: What time's lhedinner? F: A quarter to eight. M: A quarter to eight? Thanks. CONVERSATION 2 Fl: What time's the dance? Eight o'cbck? F2: Eight? No. It's al nine o'cbck. Fl: Oh, OK. Thanks. CONVERSATION 3 F: What time's the concert? M: It's at hatt past thrae. Fl: Hatt past th190? Are we Ip.le? M: No, It's only three o'clock.

(eJ learning Strategies

CONVERSATION 4 M 1: What lime's the game?­ M2: Al noon. Oon'l be late, M 1: OK. See you at noon. CONVERSATION 5 M: What lime's the movie? F: A quarler after nine. M: A quarter after nine? Thanks. See you there. CONVERSATION 6 F: What lime's the party? M: A l midnight. F: Midnight? Wow.

• Have students take turns saying the days of the week; for example, Student 1: MondaY, Student 2: Tuesday, Student 3: Wednesday, etc. • To check comprehension, say true and false sentences and have students correct you. For example: Monday is on the weekend. (No. Monday is a weekday.) Wednesday is a weekday. (Yes.) Saturday is on the weekend. (Yes.) Sunday is a weekday. (No. Sunday is on the weekend.)

Option: (+5 minutes) To extend the activity, write abbreviations for the days in random order on the board, and have students say the full name. Some c ommon abbreviations are Mo,.,. 1 Tve,. 1 Wed., Thur,., Fri., Sat., Su,.,. Then have students write the abbreviations i n the correct order on a separate piece of paper.

4

Grammar Suggested

teachin_g time;

5-7

_m.1nu-tE!..S

Youractu.il t.eac..blng timel

• Direct attention to the questions and answers about times and days and have students study the examples. • Model the three ways to answer the second question: What time's the party? Nine thirty. At nine thirty. It's at nine thirty. • Point out that the answer to a question with When can be a day or a time. When's the dance? (On Friday.

At 10:00.)

• Direct attention to the information about contractions. Use the·board and the eraser to show how the contractions are formed. Erase the i in is three times and add an apostrophe(') to make ftme'r, day's, and i,,,l,e, .,',. • Point out the Be careful! information about when not to use the contracted form.

Option: (+5 minutes) For some basic practice, ·ask questions about your own class. When is our class7 What day is the class? What time's the class on [Tuesday]?, etc. FYI: The prepositions for telling dates and months are presented on page 41.

e

Inductive Grammar Charts

UNIT 5, LESSON 2

T38

www.frenglish.ru

5

Grammar practice Suggested �ilchlng tlme.;

l-4 mJnu�-l

You-ractual teac._hlng Ume:

• Point out that each blank line is for one word only. • To review answers, have pairs of students take turns reading the dialogues to the class.

oe 6

Extra Grammar Exercises

These conversation strate·gies are implicit in the model: • Use Look to focus someone's attention on something. • Use Great! to show enthusiasm for an idea. • After students. read and listen, ask When Is the dance? (10:30.) Where's the dance? (At Pat's Restaurant.) • Point out that the preposition at is used with places.

Language and culture

• Let's Is the contraction for let us and is used oftenln spoken English to make a suggestion.

·1!!!!2'25] Listening comprehension Suggested t:eac·hrng time:

7-10 mJnu'l:e.s

Your actual leac_h1n9 t:imeJ.

2

�2'21) Rhythm and intonation Suggested i:uching time:

• Have students loo)< at the agenda and identify the days of the week and times for each day. • You may choose to pause after each event to allow students more time to write.

• Have students compare answers. • To review answers, say a day of the week and have individual students say the correct event and time for that day in a complete sentence; for example, Teacher: Monday. Student: The game is on Monday at 5:30. For a challenge, have students listen again. Then ask more detailed comprehension questions. E1
F:

Oh good. You have your calendar.

M: Yeah: So whal eventsaretherathisweek?

F: Let's sea ..Well, on Thursday, there's a school meeting al seven. M: Meeting ...at seven o'clock F: And this weel
l/lll1aj1jijij!l'ITalk about the time of an event I 1 �

Conversation model

Suggested teaching time.;

T39

UNIT 5, LESSON 2

3-4 mJnu�-l

Your actual teac._hlng time:

2-3 m1nu· 0?-s-

Y0:uractual lea'ching tlmei

• Have students repeat each line and: .,.say Great! with enthusiasm.

� pause slightly after Great! ,, us.e falling intonation for W/Jaltime? ,, use rising intonation for Really?

3

Conversation activator Suggested teach1ng time;

(+5 minutes)

AUDIOSCRIPT

L

7-10 (ll1n ule:S

Yo-uractuai tea�h1ng �,me:.

• Have students look at the different events. Ask What day Is the basketball game? {Saturday.) What time is the concert? (8:00.) When Is the movie? (On Thursday at .9:00.) When Is the sc/Joo/ dinner? (On Saturday at 8:00.) • Model the conversation with a more confident student. Play Role A.For example: A: Look. There's a basketball game on Saturday. B: Great/ Whot time? A: 10:00. At Athlete Central. B: Really? Le't's meet.at 9:45. • Reinforce·the use of the conversation strategies. Point'to the event rn the qook as you say enthusia�tically Look.

There's a [concert] on [Friday].

• listen in as students work in pair.s. Make sure students are expressive when they say Look, Great/, and Really? Option: (+JO minutes) Make copies of a local listing of events.

Have students make more conversations.

e 4

Conversation Activator Pair Work Cards

C.hange partners Suggested teach1ng time;

4-�

(ll1n ule:S

Yburactual tea�h1ng �,me:.

• To review, invite a few pairs to act out their conversations.

itiU:ti

Workbook or MyEnglishl:.ab

@) Speaking Activities: Unit 5, Activity 2

www.frenglish.ru

-1

1-------------

•

1 \�fil

0ption: (+5 minutes) For a different approach, write the following abbreviations for months of the year in random order on the board, and have students say the full name:

Vocabulary

Sugge.sted te�chlng timet

7-10 mln\jtes

Ja,... 1 Feb. , Mar., Apr., Av9. 1 5ept., Oct. , .Nov., Dec.

Yctur"actual teac.hing ume:

0vocabulary Flash Card Player • First listening: Have students study the numbers and the words.

• Between the first and second listening, have .students underline the last two letters in each word; for example, fir.a, seco.lli!, thi.LQ, fourth. Point out that those are also the two letters next to the numerals. • Second listening: Have students repeat chorally. Encourage students to pronounce the end of each word clearly.

• To help students pronourice the /9/ sound, show how your tongue rests between.your teeth as you blow air. Some students may be embarrassed to show their tongues, in which case they can shield their mouths with their papers or hands until they are more comfortable. • To help students identify and pronounce all the syllabi.es in the ordinal numbers twentieth, thirtieth, fortieth, fiftieth, writ� these words on the board and have them draw dots above each syllable. For example: • • • • • • • • • • • twen ti eth thir ti eth fif ti eth for ti eth

•

Option: (+5 minutes/ For additional practice, have students take turns dictating random ordinal numbers (1st, 22nd, 43rd, etc.) to a partner. The partner writes the cardinal form (1, 22, 43, etc.).

language and cultur_e

• Use ordinal numbers to say dates; for example, J anuor} \fifteenth. In formal writing, use cardinal numbers;"for example, January 15. It is common to use'·ordinal numbers in informal writing.

2

Pair work S,uggested te�ching time;-

3 mln\jtes

Yourac . lual teac.hing ume:

• Model the activity with a :Student. Write two columns on the board: one with cardinal numbers and the other with the corresponding ordinal numbers.

• Call out a cardinal number and point to the corresponding ordinal number to prompt the student to say it. Repeat with another student.

3

�2· 9

Option: (+5 minutes) As an alternative, say a series of four months, but clap in place of one month; for example, say March, April, {dap], June. Have students say the missing month. (May.) Ha)le students take turns leading the activity in small groups.

e

Learning Strategies

4 .. �2;)0j

Listening comprehensiom

Sugges.ted teaching time;

S-7 minut�

Your ac:tua I te:achin9 time.:

• First listening: Model the first item with the class. Play the audio, pause it, and then circle the date on the calendar. Continue playing and have students mark the dates on the calendar. • Second listening: Pause after each date, have students repeat, and then confirm their answers. AUDIOSCRIPT F: January sixteenth M: April fourth F: November. eleventh M: October twenty-first F: May seventeenth M: December second F: February tv,enty-eighth M: March fourteenlh F: June first M: August thirty-first F: September twelfth M: July twenty-third

5

Pair work Suggested

Yourac.ttJal

teaching tune:

teai:Jl1ng tune:

• Model the activity with the students. Say January Then have students write January 15".

15'".

• Have students first write a list of the dates they will read to their partners, so that they can check their partner's

answers.

language and culture

L

• In British English, when da ' tes are written givrng the month as a word, ttie·number may precede or follow the month: January 15 or 15 January. In.American English, the number always follows the month.

Vocabulary

Sugge.sted teactiing time:

3 minu.te.,;

Youract.ual 1�ac.hing time:

• Play the audio to introduce the months of the year.

• Have students point to the words as they listen and repeat.

• Point out that the months of the year are always capitalized in Engli·sh.

UNIT 5, LESSON 3

T 40

www.frenglish.ru

6

Grammar

1-10 mJnu�-l

Suggested �ilchlng tlme.;

You-ractual teac._hlng Ume:

• Direct attention to the prepositions of time and have students study the examples. • Have students repeat· ch orally. Point out that we use in with months, on for days and dates, and at with t i. mes. • Write three categories on the board with the headin,gs:

i ri

Of]

at

• Say the following time phrases and then point to the three categories: the eve·ning, Friday, night, Sunday, the

afternoon, January, March 10th, midnight, three o'dock. Have students indicate the category where each phrase belongs. (Alternatively, print o.ut the graphic organhzer.)

e

Graphic Organizers

Option: (+5 minutes) To chl!!Ck comprehension, ask students about your class. Examples: What time is our class? (At 8:00.) When is ·our class? (In the [morning]. On (Tuesday].)

S 7

Inductive Grammar Charts

Grammar practice Suggesti=d I .teac.h1ng time;-

3-4 minutes

Your actual leac.Jung time:

• Do Item 1 together as a class.

oe

• Have students compare answers In pairs. Extra Grammar Exercises

2 ,:�

Suggested teac hlng Um@:

birthday's.

3

4.-5

minutes

Your ilct4a!

leachmg time.:

These conversation strategies are implicit in the model: • Offer someone best wishe·s on his or her birthday. • Respond to a person's birthday wishes.

• Have students practice saying Happy birthday! and Thank yo(,I! with enthusiasm.

UNIT 5, LESSON 3

Conversation Activator Video

• Model the conversation with a more confident student. Play Role A to illustrate how to continue the conversation.

A: When's your birthday? B: On [September 5th]. When's your birthday? A-. My birthday's in [March]. On the [10th). When's your ·brother's birthday? B: It's on April 22nd. A-. OK And your mothers birthday? B: It's in February. On the 2nd.

· As students work in pairs, move around the room listening in on their conversations. Remind students to use diff.erent ways to say their birthdays. Also, remind students to do the activity in the Don't stop! box. • Students may find the phrase I don't remember useful in these conversations.

4

• Call attention to the box showing how to give and respond to a birthday wish, and play the audio.

Y.a ur actual

teaching ti ,ne::

• For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1, the actors use different words in the gaps from the ones In the Conversation Model. In Scene 2, the actors extend the conversation. After each scene, ask students how the model has been changed by the actors.

• After students read and listen, ask When's her birthday? (November 13th.) When's his blrthday?(July 15th.)

• Ask several students When's yqur birth.day?

5-7

minute

DOl'TSTDP! Review the list of people in the Don't stop! chart. Tell students to ask questions about the people in the chart an·d write down their birthdays.

e

On the 13th.

Sugges tl!d . teac h1ng time:

thirteenth

• Note: You can pr.int the script or you can show a running transcript on the video player on the ActiveTeach. The script also appears on page 182 of this Teacher's Edition.

• Introduce the word birthday. Say My birthday Is on (May 24th]. Draw a birthday c ake with candles to illustrate the meaning of birthday.

• Point out that the birthdays are given in two different ways in the conversation: It's on [month] (date]. Example: /l's on July 15th. It's in [month]. On the [date]. Example: It's in November.

T41

Conversation activator

e

Conversati .on model

Sugge�ted

Yo-ur actuai tHc.hin_g time:

• pronounce the ord1nal numbers fifteenth and with stress on teenth.

l,(11'111(1[ilij:ji1Ask about birthdays I teac!1ln_g lime;

2 ,nin.uies

· Have students repeat each line chorally and: ,, use falling intonation for When's your birthday? <· pronounce the s In the contractions When's and

@ learning Strategies 1

Rhythm and intonation

Conversation Activator Video Script; Conversation Activator P.air Work Cards

Change partners Suggested teachln·g fi"!'!,e_;

3-S m1nute1 ·

Ya:uractual teaching ti.me;

H31;Mi

Workbook or MyEnglishl:.ab

,.lfil\ Speaking Activities: Unit 5, Activity 3; "Find Someone � Who ..." Activity

---i1f;t1!���uu1

www.frenglish.ru

1

-------------------------

1 ,��

2

Suggested te.Jch.1ng tJme:

Reading

Sugge.sted te�chlng timet

7-12 mln\jtes

Yctur"actual teac.hing ume:

· Pre-reading: T o practice the reading strategy of scanning, have students read quickly and underline the dates and the times of the events. • Then have·students re:ad the texts silently. • To check comprehension, ask the following questions:

When is Sally's birthday? What day is the party? What time? What time is the movie tonight? What movie is it? Who is ii) the movie.? When is the dance? Where· is Casey's Restaurant? What time is th.e meeting? What day is the game?

When

Where

Party

Soll y N�uf; old'; JvM 21"· ot C�uck's 7:00 ?.M. Cafe '101• l,,,ti Joy

Movie

Tl,,. Poriy

Jun• 2'1"' at New 5cl.ool

Dance

done•

June 2.5'' ot Corey's BJO P.M. R<stovront

Meeting

J}onk

Jc,,,e 2i'' ot fo...,lfy 13ank

Mono9ors Afsoc,ati o" ,,...erti"9

Game

e

v oil •y l,oll 90,,,e

8JO r.1'..

'1:00 ,.,,,..,

Jc,,,e !G,•• ot 13,onfield 2:00 P,M, Scho�I

Graphic Organizers

Option:

08

Extra Reading Comprehension Exer,cises

Group work 4-6

mtn.utes

Your acb,1al. lea.ching time.:

· Have students repeat the name of each sign chorally.

activity, draw the following graphic organizer on the board (without the answers) or print it. Then have students listen to the audiq twice. First listening: With books closed, have students listen for and write down each event. Second listening: Have students listen for and write down the day or d. ate , time, and place of the event. Then have them re.ad to confirm their answers. What

Youractual• teaching time:

· Review answers by having students read the corrected sentences aloud.

Suggested teae-hln.9 lime.:

(+10-15 minvtes} To turn this reading into a listening

Announcement

4-6 mlnu�e-s

• Ask students to scan the annour.,cements to find the correct information for each Item. Have students underline the necessary information In the .text and then correct the sentences.

3

Option: (+IOmlnvtesJ To extend the activity, have students listen to the conversations and note the rhythm of the sentences. Have them underline the words and syllables the. speakers stress; for example, June 21"- is Sally Neutield's birthday! 90 years old, and so young! Have volunteers read each announcement aloud with the correct intonation. Option:

Reading comprehension

(+15 minutes) For more practice, have pair.s compose

their own version of one of the announcements, changing some of the facts (event, date and time, location). Have each pair read aloud their new announcement as the rest of the class listens and completes information in the graphic organizer.

• Mode.I the range of dates for each sign. Use the full names for the abbreviations of the months: Capricorn: December twenty-second to January twentieth. • Call out each sign and call on different students to provide the range of dates: T: Aquarius. S: January twenty­ tirst to February nineteenth. T: Pisces. S: February twentieth

to March twelllieth:

• Provide a model for completing the chart with your own information. Say My birthday is May 18th. I'm a Taurus. Write on board: Name: M5. Jack50., /3irtJ.,day : May 18 Zodiac 5i9'1: Tavrvf. Choose various students·and as.k

When's your birthday? What's your sign?

• Have students walk around, ask one another about their birthdays, and complete the chart. • Move around the room. Listen in on student conversations and assist.students in pronouncing the names of the signs.

Option: (+5 minutes) To extend the activity, take a polL Ask students to raise their hands as you call out each zodiac. sign when they hear their own sign. Write the number of students for each sign on the board. Option:

(+5 minutes) Say the dates and have students tell

you the sign. Teacher: Septembu 23rd to October 22nd. Students: Libra. This activity may also be done in pairs.

Language and culture

�

• The astrology zodiac is made up of twelve signs that correspond to a range of dates based on the system used by the Greek .s as· early as 600 BCE. Many people enjoy studying the zodiac for fun, and most people know the.it own sign.

Option: GRAMMAR BOOSTER (+ 1Q minutes)

f.i)Q Top No-tch Pop

Song Video and Karaoke Video

{8 Learning Strategies

UNrr 5, EXTENSION

T 42

--------------------------il;}l'Hl'i'J--www.frenglish.ru

�Digital Games

Before the first activity, give students a few minutes of silent time to explore the 1Picture and become familiatr with it.

Pair work 1 Suggested t. eac.h1ng t1m e;

10 minutes

You-ractual teac.Jung time:

• Brainstorm questions about the day, date, and time of events. Write them on the board. For example:

WJ..ottlme i, tJ..e cor,cert? WJ.,er, i, tJ.,e di r, r,er? WJ.,ot da y i, tJ..e party?

• Have students practice conversations about the events. Encourage them to use different questions for asking about the day and time of events. (+5 minutes) For a challenge, have students plan a weekend. Provide copies of a weekend list of cultural events. (If a listing of real events is not available, create a list of four to five events.) Then have students work in pairs to discuss the events and decide what to do during the weekend. Tell students to use Let's.

·option:

Possible responses • • • A, look. There's a party lor ,tudenh on Saturday. 8, Really' What time is it' A, 9: 30 in the evening. 8, OK. Let', meel at 9:30. A, Great! A, When ii the concert' B, It's on May 24". A, What lime? 8, At J0:30 P.11.

Pair work 2 10 _m,nute..s

Your-actual leaching tJme.::

• Model a conversation w ith a more confident student in which you confirm that you are on time for an event. For example:

T: What time's the dinner? S: 8:30 P.M. T: U/7-ol!. Am I late?, etc.

Possible responses • • • A, When h the concert? B, 1-0:30. A, Uh·oh. Am I late? 8, No. It's 10:00. A, Really' 8, That', right. You're early.

Contest S-6

minutes

Youractual I teach,ng trme:

• Give students one minute to study the picture.

T43

UNIT 5, REVIEW

· Print out the graphic organizer to help students reconstruct the information.

e

Graphic Organizers

Suggestl!d teac hln9 liine!

Y.a ur actual tl?achin9 time!

5-10 mfn-utes

• Brainstorm with the class events in your community. Write the ideas· on the boar-d. For example: do'lce, Sott,rdo y 'li 9J..t ot 101 April q

9ome:

Sv,.,d.ay A.,,.., April 5

Option: (+/Omlnutes) For additional practice, have students write as many sentences as they can about the events on page 43. To review, call on Individual students to say their sentences.Listen for students to use prepositions of time correctly. Make necessary corrections. Possible responses . • •

[There's a [cone.er! I dinner I dance I game I movie I party] on [Thunday, June 19th), at [S:30 in the evening).

@) Writing Process Worksheets

Option: Oral Progress Assessment Use the illustration on page 43. Encoura'!je students to use the lang ua . ge prac.ticed In I.his Ll nit as well as previous units. Ask the student questions abo.utthe ihformatlon in the illustration; for example, T: When 15

the cencert? S: It's on- Tue sdar, May 24'"· T: At-whattime? S: 10:30 P.M, Evaluate students onlntelligibllity, fluency, correct use oftarget grammar, and appropriate use otyocabulary.

e

Oral Progress Assessment Charts

Option:

• For the confirming conv,ersations, set a new time for each event. For example: Basketball game: Now t i 's 12:1s·on Sunday, May 22"•. Concert: Now it's 10:00 on Tu esday, May 24••. Party: Now it's 8:30 on Saturday, May 21�.

Suggesti=d teaching timij?:

• When students can't remember any more, have them open their books to find the information.

Writing

• Model a conversation about events with a more confident student. For example: A: Look. There's a basketball game on Sunday. B: Really! What timel, e-tc.

Suggested teacl1in_g time;

• Tell students to close their books. Ask How many events are there? What are tile events? When are they? Don't expect students to reconstruct all the information.

WRITING BOOSTER (Structured support for

preparing writing)

itiU:ti

On the Internet: • Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: · Assessment • Top Notch Pop Song Activities • Top Notch TV Video Program and Activity Worksheets • Supplementary Pronunciation lessons • Conversation Activator Video Scripts · Audioscripts and Answer keys · Unit Study G'Uides

UNIT ···

\ :i

• 1

. ,'· ·,..

www.frenglish.ru

Clothes 3

Suggest. ed Jeac.lung time:

4-S: mlnutes

• Have students listen and point to the words. Then have them listen and repeat the words chorally. Make sure students say the indefinite article a with each word, except pants and shoes. Point out tt,at pants and shoes are plural nouns. • Have students look around the room and say the items of clothing they see.

(+5-10. minutes)

Language and culture • Shirt refets to both men's and women'.s clothes. • Blouse is used for women's clothes only. • Pants is used in .O.nierican English for bolh men's an.a women's clothes. P.ants is grammatically plural even

L

though the word refers to one Item, a pair or-pan.ts. In British English, this article·ofclothing Is called trousers.

2

e

3-S mln'ut�s

• Point out that the words these and those ha.ve the same /z/ sound students were practicing in Activity 2 with shoes and sweaters.

I!) Inductive Grammar Chart.s 4

Vocabulary I grammar practice ·Suggested ��ching time:

5

m1nulel

Your .ac tua I teaclllng trn1e;

• To help .students interpret the distance between the objects and the· pictures on pages 44 and 45, point to each picture and ask Is he I she next to the clothes? (1. No. 2. Yes. 3. Yes. 4. No. 5. Yes. 6. Yes. 7. Yes. 8. No.) • To review answers, call on individual students to say the

complete answ-er. Make any corrections, and have the

class repeat the correct answers chorally.

Option:

(+5 minutes) For additional practice, have students

take turns saying this, that, these, and those t.o identify clothes or obje.cts in the room.

-�__mI) Pronunciation Sµgge'sted teaching timi!:

Yo'ur ac tu.i I tea'c.hln.9 trme:

• To demonstrate this and that, pick up a book. Hold it close to you and say This book. Then point to a book on a desk far from you and say That book. Repeat with these books and those books.

Your.actual teaching tinie;

(!) Vocabulary Flash Card Player

Option:

:s

m.inut�

• Direct attention to the Grammar box and have students study the exam pies.

·�i;ll) Vocabulary Sugge.sted tE?.i'c.hing tfm.e:

Grammar

Youractu.il te.achrng tlmet

Pronunciation Coach Video

• Before students listen, tell them to put the.ir hands on

their throats and say /s/, /z/, and /1z/. With the latter two sounds, they will feel a vibration coming from their throat.

• First listening, Have students listen and study the words. • Second listening: Make sure students ar-e clearly pronouncing three different sounds for the plural endings.

Language and culture

\_ • Add-s to most nouns to·m�ke them plural. Ad<;ample, bMches, dishes; buses, dresses, boxes. There are two rules for nouns ending in-y. If ther.e·is a vowel before tl)e-Y, add -s (keys). If there is a consonant before the-Y, change the-y to-i and add-es (baby-babies).

e

Pronunciation Activitie.s

UNIT 6, LESSON 1

T44.

www.frenglish.ru

5

Grammar Suggested �ilchlng tlme.;

9-12 mJnu�-l

You-ractual teac._hlng Ume:

l1 111�11(1HU:I/IGive and accept a compliment I 1

• Direct attention to the examples of like, want, need, and have on the left. Say each sentence and have students repeat. • Direct attention to the forms on the top right and have students study the examples. s·ay each sentence and have students repeat chorally. • Direct attention to the tnird-person singular forms.

• For practice, do a substitution dritl; for example, T: I like. You. S: You like. T: He. S: He likes. T: We. S: We like. T: She. S: 5he likes. Repeat with the verbs want, need, and have.

• Check comprehension. Ask students to talk about things they have, want, like, and need; for example, I have a bicyde. I want a car. I like my classes. I need work.

e

Inductive Grammar Charts

Option:

(+5 minutes) Have students do a substitution drill.

Form groups of four. The teacher starts with an affirmative statement · and gives a pronoun for a new sentence. A

student in each group uses the pronoun to create a new sentence; for example, 51: I have shoes. You. 52: You want shoes. 5he. 53: 5he likes shoes. They. 54: They need shoes.

Write sentences on the board that students can transform. For example: fle r,eed5 par,f5. / We ke tho5e blovfef. / T have n,o wit5.

Ii

6

Grammar practice Suggesti=d .teac.h1ng t1m e;

.5

minutes

Your actual teac.Jung time:

• Do the first item together with the class.

• If students have difficulty determining the form needed in each sentence, ask them to substitute the subject in i the sentence with a pronoun from the board. This s hould help them to determine when the verb needs an -s; for example: 2. my friends= they 3. fanet= 5he 4. Peter= He 6. 5ue and Tara= They

• To review answers, call on different students to read the complete sentences. Make any necessary corrections.

Option: ftS-IOminutes) Extend the activity by bringing to

class pictures of different clothes. Pair students. Ask them to identify the clothes they see. Ask students to create sentences with I like; for e)lample, I like that shirt. I like these shoes. Have students form groups of three. Students take turns saying what they like, want, need, and have. Then another student repeats the information using the third-person singular. Student A: I like music. Student B: 5he likes music. Student B: I want those shoes. Student C:

Option:

(+5 minutes)

He wants those shoes.

018 T45

Extra Grammar Exercises

UNIT 6, LESSON 1

Conversation model

Su_ggested leaching lime:

2-4 minutes

Your actual Leaching time.

This conversation strategy is implicit in the model: • AcknowledgE> a compliment with Thankyou.

• Write on the board: Tl,ar,k yov =

fhagkf.

Language ancl culture

• Point to the group of third-person singular subjects on the bottom right and to the -s added to each verb. Have a student read aloud the note on the far right, bottom.

• Point to the examples on the left again and read the examples aloud. Write on the board 5he haver. Cross out l,aVef and replace it with ha5.

, !l!!IW

L

• In most En·glish-speaking countries, it is common to give another person a tomptlment on his.or her clotnes.

2

�m

Rhythm and intonation

Suggested teaching trmet

2-4 minutes

Your actual leac-h1ng time:

· Have �tudents repeat each line chorally; Make sure they: • stress Uke and dress in I like that dress. • stress Thank in Thank you. ·• stress we/- in welcome.

• Have students practice the rhythm and intonation of/ like + that/ those+ {clothing. item]. Brainstorm with students the names of other clothes and write their ideas on the board. Elicit the vocabulary from page 44.

3

Conversation activator SuggOJ1ood teachin9 time:

s--10 minute_s

Your actu:al Leach'ing timer

• Have students look �round the classroom and notice the clothes thek classmates are wearing. Divide the class into pairs. I

0011STOP! Extend the conversation. Tell students to talk

about other clothes on page 44.

• Model the conversation with a more confi:dent student and then switch roles; for example: A: I really like that shirt. B: Really? A: Yes. And I like those shoes, tool B: Thank

you!, etc.

• Be sure to reinforce the use of the conversation strategy; for example, make sure students acknowledge the compliment by saying Thank you with enthusiasm.

e 4

Conversation Activator Pair Work Cards

Change partners s ·suggested teac.htn_g time·:

mlnute:s

v'our ac lual teaching time;

· Have students stand up and find another partner. Make sure they switch roles so that they practice both giving and accepting compliments.

u:0.,1�1

Workbook or MyEnglishlab

(8 Speaking Activities: Unit 6, Activity 1

www.frenglish.ru

-1

1--------

•

yov / ,..eed/ a 51,teater Do you need a sweater?

Vocabulary Suggested teac..htng tim.e.:

l-" mlnutes

they/ like/ the shoes

Do they like the shoes? [Je,..,..if'er] / Joave/ a yelloi,, jacket Does [Jennifer] have a yellow ;acket?

Your actual teac.hrng time:

[Mr. Matthet,,s) / 1,ta,..t / more sfvde,. .fs

(!)vocabulary Flash Card Player

Does [Mr. Mat thews] want more students?

You may wish to write students' questions on the board.

• Have students listen and repeat the colors and sizes chorally. • Call out colors and have students point to something in the classroom with that color.

Option:

(+5 minures/ For a drfferent approach, describe the

clothes a student is wearing and have lhe class identify the student. For example: TI Brown pants. A white shirt. An extra large jacket.

SS: Andrew!

Language and culture • In English, you can use an indefinite article before a size, but it is not necessary; for.example, My shirt Is medium. My shirlis a medi'Llm. Both are <;orrect.

2

L

Pair work Suggested te.sc.htng time:

5 minutes

YOuractual teac.h1ng time;

• Model the activity. Say My shoes are [brown]. My pants are

{bla.ckj. My shirt is {large].

• Allow students two minutes to write down a few sentences before they talk in pairs. • Ask students to repqrt back one of their partner's sentences; for example, His shoes are white.

8 3

• Write No,_ after each question on the board, and have students complete the answers. (No, I don't. No, they don't. No, [she] doesn't. No, [he] doesn't.)

• Ask students yes I no questions and have them respond. Write on the board the two· responses Yer,] de1. Ne1 1 J do,..'t. For example: Do you like [Miomi)! (Yes, I do. I No. I don't.) Do you /fke [Matt Damon)? (Yes, I do. I No, I don't.) Do you like my shoes? (Yes, I do. I No, I don't.) Do you like the color red? (Yes, I do. I No. I don't.)

Option:

(+ID minutes/ For more practice, have students transform affirmative sentences into negative sentences. Dictate the following affirmative sentences. Have students rewrite the sentences in the negative and then work in pairs to check anod correct their work.

I like this sweater He likes that suit. She needs shoes. We need that suit in black.

You want a car. He wants a blue tie. She has this red shirt. They have small and medium sizes.

(+10 minutes) For a challenge, dictate the sentences above. Have students rewrite each as a yes/ no question and then work in pairs to check and correct their work.

Grammar 10-15 mjnul.@1

• Write Yes, _after each question on the board. Ask students to complete the answers. (Yes, [I] do. Yes, [they] do. Yes, [she] does. Yes, [he] does.)

'Option:

learning Strategies

Suggested t@aching Um@:-

• Direct students' attention to the examples of answers.

Youra.cbual l@aching timf!j

• Direct attention to the negative statements and have students study the examples. • Write the following affirmative sentence on the board: I ,..eed extra large. Then insert do,/t into the sentence. Repeat this process using sentences with you, they, and we. • Write the following affirmative sentence on the board: She \'ia,..t, red shoe,. Then insert does,..'t into the sentence and cross out the s in wants. Repeat this process using a sentence with he. • Call attention to the box on contractions. On the bo.a.rd, show how do ,..ot becomes do,..'t. Then have a student come to the board and show how doef ,..ot becomes doefn't. • Point out that don't or doesn't always comes before the base form of the verb. • Direct attention to the yes I no questions and answer:s and have volunteers read the examples aloud.·

Language and culture • Review the prorn,mdatior1 of the vower sounds In do

e

I

du/; does /dvz/; don't /dount/; and doesn't /du3antj.

4

L

Inductive Grammar Charts

Grammar practice SuggeSted teaching timel

3-4 minute.s.

Your ac:tu11 I te.ac.hing time;

• To review answers,. have pairs of students read the conversations to the class. Make sure they use rising

intonation for yes/ no questions, falling for responses.

Language and culture • Actually is used to emphasize an opinion or give new information that might be surprising.

oe

\_

Extra Grammar Exercises

• Write these prompts on the board. Then ask students to make them into yes I no q.uestions. For example:

UNIT 61 LESSON 2

T46

www.frenglish.ru

5 -�

Listening comprehension

Suggestl!d 7-10 I teaching timt;?: minutes

Youra(tual I teach,ng trme:

• Before students listen, have·them read the sentence-s and identify the colors. • First listening: Have students listen and mark if each statement is true or false.

· Second listening: Have students listen and circle the colors.

• Third listening: Have students confirm their answers.

• To review answers, ask students to say true or false and give the correct information for false statements. (2 He needs a sweater. S She needs the sweater in large or extra large. 6 They have his size.) AUDIOSCRIPT

CONVERSATION 3 M: Does Matt need a blue sutt for work? F: Yes. hedoes. CONVERSATlON 4

Ml: I'm sony. sir. You need a tie in this ra,iaurant. Ml: Well, I don't have one. Ml: No problem. We have a nice rad lie hece for you. Ml: That's good. Thanks.

CONVERSATION 5 F: I like !his sweat� But tt's a small. M: What size do you need, ma'am? F: Actually, I need a large or an exlia large. M: No problem. What color? F: Gray, please. CONVERSATION 6 M: I don't think this store has my size. I need something very large. F: What size cb you need? M: A46. F: Well, that JS large. But look over here. These black shoes area 46. M: Hmm. And I lke i them. Great)

11jt!a111IH:i'IAsk for colors and

sizesI

1 ,.,2�01 Conversation model 3-5

2 ,,r .

Rhythm and intonation

Suggested i:uching time:

Y0:uractual lea'ching tlmei

· Have students repeat each line chorally. Make sure they: • use rising Intonation for Do you have this sweater in green? and O>o you have that shirt in large? .,. pronounce the language chunk Do you have as a single word. ,, say Great with enthusiasm.

you have (this shirt] in (red]? Have students close their

CONVERSATION 2 F: Do you need shoe!S? M: No, actually I don'!. But I need a brown swealer.

mJnute.s

· After student-s read and listen, ask What does she want? (She wants the sweater in green and the shirt In large.) Do they have the sweater in green? (Yes.) Do they have the shirt in large? (No.)

· Have student� practice the rhythm and Intonation of Do

CONVERSATION 1 Fl: I really like that blue dr06S. Fl: I do, too.

Suggested teac.htng time.;

• Point to the woman in the photo and say This is A. Point to the man and s:ay This is 8.

Your actual teolching time.i

These conversation strategies are implicit in the model: • Apologize with I'm sorry when expressing disappointing informat ion. • Use That's too bad to express disappointment.

books and brainstorm other words for colors and sizes. Prompt students for the colors and sizes they learned on page 46 and write them on the board.

· Write on the board Do yov hove_ it)_? Have students practice this question in pairs, using words from the board. For example,

Do you HAVE this TIE In GREEN? Do you HAVE these SHOES in BLUE?

3

Conversation activator Suggestl!d teac hln9 liine!

7-9 mfn-ute-,,

Y.a ur actual tl?achin9 time!

• Have students identify the clothes in the pictures using this and these (these pants, th.is tie, this suit, this sweater, these shoes, this jacket and this skirt) • Model the conversation with a more confident student. Play Role A. For example:

A: Do you have these pants in black? B: Yes, we. do. A-. Great. And my daug!1ter.needs a sweater. Do you have that sweater In small? B: No, I'm sorry, We don't. A-. That's too bad.

4

Change partners Suggested teaching time:

-s

minute,

Yburactual teaching Lune;

· When students change partners, encourage them to extend iheir conversations by asking about other clothes (such as blouse, skirt, jacket, dress) and mentioning a variety of colors and slzes.

IS) Conversation Activator Pair Work Cards

iDl;tti

e

Workbook or MyEnglishlab

T4 7

UNIT 6, LESSON 2

Speaking Activities: Unit 6, Activity 2

www.frenglish.ru

-1

1--------

•

1 -�

3

·Sugge·st.ed teilching tlm e.:

Vocabulary

Suggested te:achlng Ume.:

Youra�tual t.eac_hlng dme:

3-5 m1nu�..s

Alie" l,af f)eW 51,oef.

Joe l,af Qf) old jacket.

• Give students a minute to study the pictures before they listen to the audio.

To practice the words, have students take turns covering the adjectives in their books, pointing to a picture, and saying the adjective; for example, A: (points to picture #2) S.: Old. (+5 minutes)

Language and culture • The adjective cute (Unit 4) Ean also be used to clescrib clothes.

2

3-5

m lnute.s

Youractual teac hln,g time:

• Wrrte the two sentence structures on the board:

0vocabulary Flash Card Player

Option:

Pair work

L

Alie"\ 51,oef are f)e\v.

Joe's jacket is old.

• Have students practice both sentence types. Give the class the following prompts and have students use them to form both sentence types: a tight shirt (Michael has a tight shirt. His shirt is tight.) clean pants (Melissa has clean pants. Her pants are clean.) a new sweater(! have a new sweater. My sweater is new.)

• Lis.ten in as students talk about each other's clothes. Write down any incorrect sentences you hear. At the end of the pair work time, write. the incorrect sentences on the board and have the class correct the errors.

Option: (+10minutes) For additional practice, have students

Grammar Sugg�sted teaching lime·:

7-10 m1ntite..s

Yo.u r a 'ctual teaching time.:

• Direct attention to the first rule. Have students read the rule and study the exam pies. • On the board, write a list that shows the pattern of adjective placement. For example: adjecftye a red rhirt "" old dreH 10"9 paritr

+ �

r,e\v

rhoe,

• Direct attention to·the second rule. Have students read the rule and study the examples.

• Tell students that adject ·ives do not have plural forms. Point out that the noun becomes plural but the adjective remains unchanged. Write on the board: red 51,irtf a red rl,irt a blue coat blve coatf Circle the plural nouns. Underline the adjectives to emphasize that they do a,ot change. • Direct attention to the third rule. Have students read and study the examples. Point to item 3 in Exercise 1 and say The shirt is very dirty. Ask students to make sentences about items 5-10. • Draw attention to the Be careful! box.

write down three true or false statements about their classmates' clothes. Ask them to read their sentences aloud to the cla ,ss. The class listens and decides if each statement ls true or false and corrects the false statements. For example:

51: Lee has new shoes.

Class: True. 52: The teacher has short'pants. Class: False. She has long pallls.

4

Grammar practice S"U�gested teachipg tim·e:

3-4

m,nul.l!..l

Your actual teaching 1,me:

• Read the examples aloud.

• Have students complete the sentences and then compare answer.s.

• Review answers by dividing the class into two groups. Group A says the first sentence The blouses are clean. Group B responds They're dean blouses.

oe

Extra Grammar Exercises

• To check comprehension, ask students to describe the clothes in Exercise 1. For example:

1 new shoes 2 old shoes

3 very dirty clothes 4 very clean clothes 5 a very loose shirt

6 a very tight shirt 7 a very cheap suit

8 a very expensive suit 9 a very Jong skirt 10 a very short ski,rt

'91nductive Grammar Charts

UNIT 6, LESSON 3

T48

www.frenglish.ru

5

Grammar

Suggested �ilchlng tlme.;

You-ractual teac._hlng Ume:

9-10 mJnu�-l

• Call on one student to read each question, another to read each answer.

• Point out that the answers to information questions give details (more information). (Compare: Answers to yes I no questions are yes or no with no additional information.) • Write the following lists.on the board:

lNho lNhat

choice time people

lNhicl,

lNhe" lNhy

thi'l95

becau5e

Ask students to match the Wh- word to its answer. (Who = people, what= things, which= choice, when= time, why = because..)

• Ask students to study the word order of the information questions in the box.

• Write on the board: Wh- lNord +do/ doe5 + wbject + ba5e form What/ A 11 drea / lNa...,t What l ou t,,ta"t f Which 5t,,1eaterl o-u like f Which/ wit/ 51,e like Why/ you/ like/ tho5e 5hoe5

I

I

• Ask students to work in pairs and make information

questions with the scrambled information; for exampte, What does [Andrea] wont? Which [sweater J do you /Ike? Why do you like [those shoes]?

• Point out that information questions have falling intonation at the end. Say the questions in the box with falling intonation and have students repeat chorally. 1i91nductive Grammar Charts

6

Grammar practice Suggested teac.htng time;

4-S mlnute..s.

Your actual teach(n_g tirne.i

• Do item 1 together. (Which skirt does she wont?) Tell students Your answers can be different; for example, I can say The white one or The /.arge one. What is another answer?

• Have students complete the activity independently.

• Have students compare their answers in pairs and practice their different conversations. Move around the room and check answers.

oe

Extra Grammar Exercises

l1 [11'/lj1jl0:1i1oescribe clothesI 1 ·l!!'!b� Conversati,on model Suggested I teaching tim':!:

2-3 minutes

'louradual teaching time:

These conversation strategies are implicit in the model: • Use What about you? to ask for someone's opinion.

• Use Well to soften a strong opinion.

T49

UNIT 6, LESSON 3

• To prepare students, point to the picture. Ask Where are they? (In a store.) Is that his jacket? (No, it's not.)

· After student.s listen and read, ask Does she like the ;acket? (Yes, she does.) Does he like the jacket? (Yes, he does, but it's a little tight.)

2

\!i!'.Liill Rhythm and intonation Suggested teac hln9 liine!

2-3 mfn-ute-,,

V.auraclual tl?aching time!

• Have·student� repeat each line chorally. Make sure they; ,, use falling intonation for What do you tnink of this ;acket? and What about you? � pause between Well, it's nice, and but it's ·a little tight.

3

Conversation activator

O

Suggested teac hln9 liine!

7-10 mfn-ute-,,

Y.auractual tl?aching time!

Conversation Activator Video

· Note: You can pr.int the script or you can show a running transcript on the video player on the ActiveTeach. The script also appears on page 182 of this Teacher's Edition.

• For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1, the actors use different words in the gaps from the ones in the Conversation Model. In Scene 2, the actors extend the conversation. After each scene, ask students how the model has been changed by the actors.

· Write on the board the sentence I thi"k ,t'5 "ice, but it'5 a little_. Write these prompts on the board for students to practice building sentences: (I think it's nice, but it's a little loose.) ,J.irt / loo,e 5kirt / 5hort (I think it's nice, but it's a little short.) jacket/ i19J.t (I think it's nice, but i.t's a little tight.) (I think they're nice, but they're a little long.) pa'lt5/ 10"9

• Model the conversation with a more confident student Play Role A so that you can model using language from the Recycle box. For example:

A: What do you think of this shirt? B: I think It's nice. What about you? A: Well, it's nice, but it's a little expensive. B: Let's keep looking. A: What about these pants?, etc.

,.!iii.\ Conversation Activator Video Script; Conversation � Activator Pair Work Cards

4 Change partners Suggested teac hln9 time!

s mfn-ute-,,

Your actual tl?aching time!

• To review, ask partners to act out their conversations.

iili:M1

e

Workbook or MyEnglishlab

Speaking Activities: Unit 6, Activity 3

---i1f;t1!���uu1t---------------------www.frenglish.ru

3

1

�2,.4U Reading Sugge.sted te.»chlng timet

7-10 mln\jtes

Yctur"actual teac.hing ume:

· To prepare students, have them look at the ad and say which clothes they like, ne·ed, or want. • To practice the reading strategy ot scanning, ask students to tell you what they know about the store. (It has clothes for men, women, and chi I dren. It has a sale today. It's open until midnight. It haiS three locations.) · Have students read the ad silently. · Check comprehension. Ask the following questions: What Is on sale? (Sweaters, blouses, shoes, and children's jackets and shoes.) What colors are the sweaters? (Green, purple, blue, pink, and black.)

Do they have more than three styles of shoes? (Yes, they d9.)

Do they have white. blouses at South Street Station location? (No, they don't.) Option: (+TO minutes) If you wish to include the audio, have students read silently while they listen to the ad. Option: (+5 minuresJ For additional practice, have students take turns describing the Items they see In the ad. Encourage them to use the vocabulary and structures they learned in this unit and previous units; for example, It's a blue sweater. That sweater is blue. Those shoes are very nice.

2

Reading comprehension S,uggested te.»ching time;

3-S mln'1Jtes

Yourac . lual teac.hing ltme.:.

• Review answers by having students take turns reading the statements. Have them correct the false statements. (1 The sale is today only. 5 Blue sweaters are at the Main Street store only. 6 Smith and Company has children's shoes.)

oe e

Pair work

Suggested te.Jch.1ng tJme:

S-7 mlnu�e-s

Youractual• teaching time:

• Review the language in the Recycle box before students start their conversations. • Role-play the example with a more confident student Extend the conversation with some language from the Recycle box. For example:

A: What do you need? B: I need a white blouse, and my sister needs shoes for school. Let's. go to Smit/1 and Company. They have a great sale. A: [Pointing to the red blouse.] Do you /Ike this blouse? B: Yes, I do. What about you? A: I think it's nice. Do you need a red b/riwse? B: No, I don't. I nud a white one. • You may want t o provide more questions students can ask in the Pair Work. Write the following questions on the board: WJ,at do yovr cl,i ldreri rieed? Doe5 yovr . 5l,oe5? Do ov Warit ')PW 5�oe5? l,v5ba'1d ,ieed r,eW y WJ,y do yov like thatrweater? 'wl,id, 5l,oe5 do yov like? • Move around the room and encourage students to use the questions in the Recycle box and on the board. Ask vari.ous students, What does your partner need? What

does your partner like? What does your partner's [wife/ husband) want? What do their children want?

• To encourage students to use as much language from the Recyde box as possible, have them number the expressions in the Recycle box in the order they hear their partner use the1111.

Option:

Extend the activity by asking various students to tell the class about whattheir partner (and his or her family) likes I doesn't like, wants, ·and needs I doesn't need. Examples: [Ben's) children need new dothes. (+5 mlnvtes)

His wife wants red shoes. Option:

GRAMMAR BOOSTER

(+ 10 minutes)

Extra Reading Comprehension Exercises

learning Strategies

UNrr 6, EXTENSION

TSO

--------------------------il;}l'Hl'i'J--www.frenglish.ru

�Digital Games

Before the first activity, give students a few minutes of silent time to explore the 1Picture and become familiatr with it.

Game Suggested .teac.h1ng t1me;

5-6 minutes

You-ractual teac.Jung time:

• Model the activity. Describe the clothes a person in the picture is wearing and have the class point to the person in the picture. For example: T: She has a laose purple shirt and black pants. Po-SSible responses . •• He has a black jacket, a whit-e ,hirt, and brown pants. She has a blue suit and a white 1hirt/ blou,e. She ha, a red dre,s. She has a pink shirt I blou,e.

Option:

For a different approach, have students do a chain activity in the form of a "shopping trip." Form groups of six to eight students. Student A: I need shoes. Student B: I need shoes and a blue shirt Student C: I need shoes, a blue shirt, and a block jacket. Each student adds an item and repeats the previous items. (+5 minutes)

Pair work 1 Suggested teaching timt;?:

10-12 minutes

Y.'ouradual I teaching time:

• Point out that there are five conversations In the picture. • Have students work in pairs to create a conversation for each situation in the picture.

Option: (HO minutes) For a different approach, allow students to write the conversation before they act it out. Possible responses . .. The man and woman need shoe,. A: look. There'> a sale. B: Great I ne.ed ,hoe,. A:Actually, I need ,hoes, too Which ones do you like' B: I like those shoe.s. What about you? A: I like theie 1hoe1. l1'1, a good 1ale. The man and woman are in the store now. A: What do you think of these ,hoes? B: I think they're nice. Whal

Pair work 2 Suggested

teachln9 lime!

8: look' Do you like those ,hoe,? A: Ye,, I do. Do they have tho,e

The mother·anel son are also, in the store. He needs pants.

A: Do you like these pant,? B : No, I don't. They're brown. I want blue pants. A: You don't need blue pants. You have blue pants. Do yo.u want black pants? B: DK. Do lthey have my size' A: No they don't. let', keep looking,

The womiln wants a new dr-e,s.

A: What do you think of this
in size 10? B: No, we don't. A: That's too bad. B: \Ye have a blue dress in size 10. A: Great. The cnan need, a sweater. He's ia th.e store with hi, wife.

A: Wliich sweater do you like? B: I like this one. I like green, A: Well, it's nice, but it's a little expensive. B: Let's keep looking.

Option: (+to minutes) For a challenge, have students role· play a customer and a salesperson in the store. Encou,rage them to make the conver5ation as 1-ong as possible by talking about everything in the picture.

TS 1

UNIT 6, REVIEW

Y.a ur actual tl?aching time!

' Model the conversation. Have a more confident student ask you the ex ample question. Reply and ask another question; for example: A: Do you like these shoes? Bo Yes, I

do. Do you like that dress? A: No, I don't. Writing SugQested teaching time:

8-10 m1nute1

Youractual teaching Lilne;

· Prewriting: In pairs, have students discus5 these questions: Wh-at clothes do you have? What clothes do you

need? What clothes do you like? What clothes do you want?

• Have student5 write at least six sentences about clothes they have and clothes they need, like, and want.

e

Writing Process Worksheets

Option: Oral Progress Assessment Use the illustration on page 51, Encourage students to.use the language practiced in this unit as well as in previous units. Listening comprehension: Tell the student. that you're going to identify different things and information in the piGture and the student sho.uld p9int to them. Examples:

lt'l Saturday, April Sth. There's a sale toc(ay, The [brown] panu. The [green_) sweater.

Role-play: Starta €onversation and ask the- student to continue. Example: T; There'sa sale today. Wliat do you need? UR T: Do yo!l llke these'shoes? Do you //ke those ties? Evaluate students on intelligibility; fluency; correct use of target grammar, and appropriate. use otvocabulary.

e

Oral Progress Assessment Charts

Option: WRITING BOOSTER (Structured support for preparing writing)

about you? A: \Yell, they're nice, bufthey're a little expensive. shoes in size 44?

7-10 mfn-ute1

•£0:l:H

On the Internet: , Online Teaclter Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: · Assessment • Top Notch Pop Song Activities , Top Notch TV Video Program and Activity Worksheets , Supplementary Pronunciation Lessons • Conversation Activator Video Scripts • Audioscripts·and Answer keys • Unit Study G•uides

www.frenglish.ru

Activities

• 1 ·�

3

Sugges. ted Jeac.lung time:

4-S: mlnutes

Your.actual teaching tinie;

(!) Vocabulary Flash Card Player • Review telling time. Write a few clock times on the board and ask What time is it? For example: C,:00 What time Is it? (It's six o'clock.)

7:'SO Whattime is it? (It's. seven thirty. li's half past seven.)

8:20 What time is it? (It's. eight twenty. It's twenty after eight.) • Give students a minute to l!>Ok at the pictures. Point to items 7, 8, and 9 and for each picture, ask What time i.s it? Is It the morning or the eve·ning? • First listening: Have students listen and point to each phrase. • Second listening: Have students listen and repeat.

Option: (+5 minutes) For additional practice, act out the daily activities in front of the class while students keep their books closed. Encourage students to say the complete phrase; for example, brush your hair, take a shower.

2

Pair work 3-'I mJn te.s

Yo'u r ac tu.i I tea'c.hln.9 trme:

• Point out that tilese rules are for the third person singular: the verb forms used with he, she, it. • Point out the second rul·e and write on the board: She watcher TV after di ,., ,.,er. fle brvrher l,ir teeth at

10:00. Underline the -es endings. • Direct attention to the Remember note. Tel I students that some verbs are irregular, and they will need to memorize those verbs. Say the verbs and have students repeat chorally. • Show students that verbs ending in a consonant+ y follow a rule. Write on the board rtudy. Then erase the letter -y and write -ies. • Have students practice the forms. Use verbs from Exercise 1. At this point, avoid verbs that end in -ch or -sh (watch or brush). Write on the board:

She/ take a �l,ower / at7:00 .SJ,e / pvt o,., makevp / in the mor,.,;,.,9 fle / mQke di,.,r,er / iri tJ,e everiir,g

Call on various students to say the sentences. (She· takes a shower at 7:00. She puts on makeup In the morning. He makes dinner in the evening.) You may want to write the sentences on the board and underline the -s. • Check understanding. Write sentences on the board, some with correct spelling and some with incorrect spelling. Have students identify the incorrect verbs. For example:

Learning Strategies

Suggested teo1ching time,;

7-10

m.inut�

• Have students read the spelling rules for tne third person singular forms of the simple present tense and study the examples.

Vocabulary

Sugge.sted tE?.i'c.hing tfm.e:

e

Grammar

Yourac,tual teac hlng thne,:

• ij:l,J;OU Have students listen to and repeat the vocabulary for meals. • Model the activity. Read tihe example and then add other times and activities; for example, say I get up at6:00. I eat

breakfast at 6: 30. • You may want to give students a minute to write out some sentences before they meet in pairs to talk about their da'ily activities.

.SJ,e brvrl, !,er !,air. (brushes) fle 9efr dreffed. .SJ,e 9of to work. (goes) fle haver tw<> dav9J.terf. (has) fl.,. 51,aver i,., the mor,.,i,.,9. She rtvdy r at ,.,;9!,t. (studies)

e

Inductive Grammar Charts

UNIT 7, LESSON 1

T52

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4

Vocabulary I grammar practice Suggested teilchlng tlme.;

l-4 mJnu�-l

• A morning person is someone who gets up early and doesn't mind it. An evening person is s.omeone who likes to stay up late into the night.

• Do the first item with th,e class.

• Ask How do you spell goes ,n item 5? (G-0-E-S)

08 5

Extra Grammar Ex,ercises

Grammar 6-7 minutes

Suggested teacl1in_g lime;

Your actual leachmg time.:

• Ask volunteer students to read the examples aloud. Point out that questions with when can be answered with a general time of day. (When does he study? At night.) Questions with wlwt time require a more specific time answer. (What time does he go to. work? Before 7:00.)

• Write two columns on the board with the headings Before 7:00 and After 7:00. Call out different times and have students decide if each time is before or after 7:00. • Ask students to study the word order of the information questions in the box. Then write on the board, for example: 'wi,er, /you/ 'wJ,attime

rn,dy

/ fl,e / eat lu'lcl,

• Ask students to work in pairs and make questions with the prompts on the board; for example, When do you

2 ·�

6

Suggested le.:tchlng tlme.;

6-7

mJnu�-l

Your actual teac._hlng tlme:

• Review the sentences in Exercise 4. Have students take turns reading the sentences aloud.

• Give students several minutes to write their five questions.

08

Extra Grammar Exercise Talk about morning an�

NOW YOU CAN evening activities 1 '�3:

3-S

minutes

Youractual teac.h1n_g time:c·

These conversation strategies are implicit in the model: • Say Me? to give yourself time to think of a response. • Use Well to introduce a lengthy response. • Use What about you? to ask for parallel information.

• After students listen, check comprehension. Point to the woman on the right and ask Is she a morning person? (No, she's not. She's an evening person.) W/Jot time does she get up? (After ten [in the morning].) W/Jat time does she 90 to bed? (After two [in the morning].) Point to the woman on the left and ask the same questions.

T53

UNIT 7, LESSON 1

YO:UrilCIUal tHc.hin_g time:

· Make sure students: ,, use rising Intonation for a morning person and· falling intonation for or an evening person? � stress definite/yin I'm definitely an evening person.

3

Conversation activator Suggested leilc:hln·g Ume.;

6-7 m1nutet·

Ya:uractual te,1,hin_g time;

· Ask students t o think about activities they do every day or every week, and make a list on the board. I

DOl1STOP! Extend the conversation. Tell students to ask additional questions from the Recycle box.

• Model the conversation with a more confident student For example: S: Are you a morning person or an evening person?

T: Me? I'm definitely a morning person. S: And why do you say that? T: Well, I get up at 5:30 in the morning. And I have breakfast at 6:00. What about you? S: I'm also a morning person. I get up at 6:00. T: What lime do you eat breakfast?

e 4

Conversation Activator Pair Work Cards

Change partners Suggested teac hln9 liine!

3-S

mfn-ute-,,

Y.a ur actual tl?aching time!

• To review, ask a few students Is your partner a morning

person or an evening person? What time does [she) get up? What time does [she] go to bed?

5

C.lass survey Suggested teaching time:

Conversati ,on model

Suggested te.ach1n9 time:·

2-3 ,nin.ute.s

· Have students repeat each line chorally.

Inductive Grammar Charts

Grammar practice

Rhythm and intonation

Suggested teac hlng time:

study? What time does she eat lunch?

e

L

Language and culture·

You-ractual teac._hlng Ume:

2-3 minute,

Yburactual teaching Lune:

· Ask the class. Who is a morning person? Who is an evening person? Have students raise their hands. • Write the total numbers on the board. Say [14) students are evening pe·ople and [1 OJ are momtng people. Point out that the plural form of person is people,

f@) Graphic Organizers

•£0:Ui

Workbook or MyEnglishlab

e

Speaking Activities: Unit 7, Activity 1

www.frenglish.ru

-1

1--------

• 1

• Direct students' attention to the Be careful! box. Call on a student to read the rule aloud. Have students read the examples.

Vocabulary Sugge.sted te�chlng timet

l-S: mln\jtes

• Write correct and Incorrect sentences on the board. Ask volunteer students to come up to the board and correct the incorrect sentences. For example:

Yctur"actual teac.hing ume:

0vocabulary Flash Card Player

He "ever p lay5 5occer. (correct)

She check5 her e-mciil al�ciy 5. (She always checks her

• Say On the weekend I have free time. On the weekend I do

e-mail.)

what I want. Leisure time is the same as free time.

They eat break+a5t vwa lly. (They usually eat

• Have students look at each illustratiqn before they listen to the audio.

• First listening: Have students listen and study the words and phrases.

• Second listening: Have students listen and rep�at chorally.

• To check comprehension, ask students about their own 1·eisure activities; for example, Do you read, {Daniel]? When

do you exercise, {lessico]?

L

Language and cultur,e

• In-American English, the · grame most otthe world c ·alli football is called soccer. Football in the U.S. is_a different sport. In British English, soccer is ealle.d too_tba/1.

Option., (+3-5 minutes) For basic practice, have students

work in pairs. They cover the words and phrases of a group of pictures and take turns pointing to a picture and saying the. a�tivity. A: (points to picture 6) 8: checR e-mail

2

Vocabulary I grammar practice Suggested teacl'nng tfme;

Your acl11iitl teaching time�

• Give students several minutes to write their questions.

• Have students compare and correct their questions in pairs. As they work In pairs, move around the classroom and help with corrections as needed.

3

Grammar Sugge.sted teactiing time:

7-10 minu.te.,;

Your actual 1�ac.hing time:

• Direct attention to the box and have students study the examples.

• Direct attention to the four frequency adverbs and have students look at the arrow and the percentages.

• Tell students that frequency means how many times we do something. • Point out that usually and sometimes have different meanings: Usually means more often than sometimes.

breakfast.)

He 5ometime f read 5. (correct)

I take Vfvally a "a p. (I usually take a nap.)

• Ask various students questions using adverbs; for example, Do you always take the train to school? Do you

usually eat lunch at noon? Do you sometimes go to the movies on a weekday? What is something you never do?

Encourage students to answer In complete sentences. (Possible answers: Yes, I always take the train to school. No, I don't. I usually eat lunch at one or two o'clock. Yes, I sometimes go to the movies on a weekday. I never take a nap because I don't have time!)

Language and culture

• Frequency adverbs come after the simple pr,esent. verl be; for example, Tom is glwars late for dinti.er.

L

Option: (+5 minutes) For a different approach, form groups

of four. Have students take. turns saying things their families and friends do and how often; for example, My sister always goes to bed at 10:l>I>. Encourage students to use all four frequency adverbs and to use the verbs from this and other units.

e 4

Inductive Grammar Charts

Pairwork Suggested . Jeac:.lung time:

s

mJnut@$

Y.ouractu.il teac. ' hln.9 trme:

• Model the question-and-answer activity. Have a more confident student ask you questions. Model how to elaborate on answers. For example:

S: When do you play $OCCet? T: I usually ploy soccer 011 Friday. I sometimes play on

Sunday. What about you? What time do you check your e-mail? S: I sometimes check my e-mail in tile morning. I always check my e-mail at 5:00 P.1>1.

• Make sure students take notes on their partner's answers In preparation for Exercise 5.

UNIT 7, LESSON 2

T54.

www.frenglish.ru

5

Grammar practice Suggested �ilchlng tlme.;

s

mJnu�-l

3

You-ractual teac._hlng Ume:

• Write sentences on the board from the conversation you modeled In the previous activity. For example: [Alex] fometimef

checkf /.,i5 e-mail,,., the mol',.,i119. He al�a yf cJ..eckf /,i5 e-mai I at 5:09 P.M.

• After students finish writing, have them read their sentences aloud to a partner.

• Have each student.write one sentence on the board about their partner. Have students read their sentence to the class.

Oe 6

Extra Grammar Exercises

Group work Sugge>ted te.ach1n9 time·:

4-S.

minutes

Yguritrtu1I teac.htn_g time·:c

Conversation activator Suggested teac hlng Um@:

Model the first entry. On the board, write O,.,

to �ork.

0011STOP! Extend the conversation. Review the list of time expressions In the Recycle box.Tell students to ask more questions and use time expressions in their conversation; for example, What's your typical evening like? What do you

do on Saturday?

• Model the conversation with a more confident student. Be sure to use �dditional time expressions from the Recycle box. For example: T: What's your typical day like? S: Welt, t usually go to wort< at 8:00 and come home at

1:00. In the afternoon I go to class. What about you? T: I go to work at 1:00 in the afternoon. I come home at

9:00 in the evening. And what do you da in your free time? S: Welt, t usually exercise In the evening. I sometimes go out for dinner and visit friends. What about you? T: I always exercise in the morning. / listen to music and read. What's your typical weekend like? S: I usually go dancing on Saturday. On Sunday mo.ming I sleep!

Option: {+10minute.s) To extend the activity, have·students

1

1

·�310;,

Conversati·on model

Suggested

teaching tim':!:

I

4-S

minutes

'louradual teaching time:

These conversation strategies are implicit in the model: • Use Well to introduce a lengthy response. • Use What about you? to ask for parallel information. • Point out the phrase typical day ln the conversation. Say My typical day is my usual day. My typical day: I get up at

[7:00). t go ta work at [8:-00L and t came home at 7:00.

• After students listen, check comprehension. Ask What's his typical day like? (He goes to work at 9:00 and he comes home at 6:00. He sometimes reads or watches TV.) What's her typical day like? (Pretty much the same.)

Language and culture • Pretty much the same means almost the same. The use of pretty as an intensifier is very frequent in spoken

2

;i,i :O

Rhythm and intonation

Suggested

teacl1in_g time;

2-3 _minutes

Your-actual leaching tJme.::

• Have students repeat each line chorally. Make sure they: • use falling intonation for W110t's your typical day like?, And what da you do tn your free time?, and What about

you?

1 pause after

T55

Well in Well, I usually go . ..

UNIT 7, LESSON 2

• Be sure to reinforce the use of the conversation strategies; for example, pause after you say Welt to demonstrate that you are about to give a long explanation.

• Move around the room and listen in as students work in pairs.

e 4

Conversation Activator Pair Work Cards

Change p artners Suggested

teac hln9

tiine:

4-S

min-ute\

Y.a ur actual

U?ilfhin_g time;

• Remind students ihat each conversation is different.Say

Ask different quest/ans in this new conversation.

iDm:ti

L e

English, and rare In written English.

�eeke,.,.:if.

Below that, write 1:00 P.M. and to the right of that, 90

5:30 In the· morning!

l M'i'i11ji0:j:1Describe what you do in your free timeI

Yo-ur actuai tHc.hin_g time:

· Have student� write times and activities on the notepad.

• Have the·pairs from Exercise 4 form group.s of four. Students report to the group one interesting thing they learned about their partners; for example, He gets up at

compare their daily activities. In groups of four, have students find out if they d.o similar activities and if they do them on the same day.s. Call on individual students to report about the,ir gro.up to the class.

7-12 ,nin.utes

Workbook or MyEnglishlab

Speaking Activities: Unit 7, Activity 2

www.frenglish.ru

-1

1--------

•

1 ·!>!�

Vocabulary

Suggested teac..htng tim.e.:

3-Sc.

mlnutes

• Brainstorm How often q!Jestions with the class. For example: How often do you do the laundry? Write several of these questions on the board to provide support as students do the activity.

Your actual teac.hrng time:

OpUon: (+/Ominures) Have students write sentences about

(!)vocabulary Flash Card Player

their partners after they complete their conversation. Call on students to read their sentences to the class.

• Explain household chores. Say Hous-enold chores are the

4

• Give students a minute to look at the pictures before they listen to the audio.

e

work you do in your home.

• To check comprehension, ask students about their own activities;· for example, Do you take out the garbage, [Monica)? When do you do the laundry, [Steve]?

)

Language and culture

• From the Longman Corpus: Many English leamers m�..:::-­ the mistake of saying do shopping instead of go shopping. In informal English, do the shopping is fairly common.

(+5 minutes)

Option:

8 2

Suggested teaching Ume:-

S-7

mjnules

Suggested teac.h,ng time,

3 minutes

Your actual �c.h1n.9 lun.e:

Pronunciation Coach Video

L

Language and culture

• The third-person singular ending In/ is pronoun.ced L an extra. syllabl e after the sounds Is/, lzl, !JI, /3/, ltff, and /d3/. The ending /sf follows voicele�s consornants ilke Ip/, /ti, /k/, /f/. The .ending /z/ follows voiced so.unds like lg/, /1/, /m/, Ir!.

• First listening: Have students listen and study the verbs.

• Show students how the ending /Iz/ adds another syllable to the word; for example, wash (1 syllable),. was/Jes (2 syllables).

Learning Strategies

Grammar

\),jliJQJ Pronunciation

Your actual leaching time;

• Write on the board: /low ofte,.. do you 90 sJ.oppi,..9? Say I go shopping every day. Ask the class Do you go shopping every day? Do you go shopping one day a week?

• Direct attention to the box and have students study the examples. Review the abbreviations for the days of the "."eek. (M = Monday, T = Tuesday, W = Wednesday, T = Thursday, F = Friday, S = Saturday, S = Sunday)

• Point out that every Saturday and on Saturdays have the same meaning. You could also point out that if students answered On Saturday. to the q!Jestion How often does slie

go shopping?, then the meaning would be that she goes

shopping once a week (on Saturday).

• Ask students What do you do every day? What do you do

on Saturdays?

• Direct attention to the Other time expressions, and have students study the expressions and the chart. Explain that once a week means one time {In} a week and twice a week means two times {in) a week.

• Second listening; Have students listen and repeat chorally.

Option: ftS minutes) Write on the board: Ii ke, ,..eed, wa,..t, 90 1 do, brv5!,1 w"tch, Ask �tudents to form the thltd­

person singular and then put each verb in the correct sound group. (Is/: likes, wants; /z/: needs, goes, does; /Iz/: brushes, watches)

e 5

Pronunciation Activities

Vocabulary I grammar practice Suggested teachin_g time;

Youractu.il t.eac..blng timel

3 _m.1nu-tE!..S

• Tell students to look at their notes from Exercise 3. Ask

How often does y0ur partner [wash the dishes]?

• Have students t. a ke turns reporting what they learned about their partners. Pay special attention to their correct pronunciation of the third-person singular endings.

oe

Extra Grammar Exercise

• Ask students What do you do once a week? (I go to the

6

• Show students that once, twice, three times, etc., can be used with day, week, month, or year; for example, I visit my grandmother twice a month. Ask students What do you

• Write the following questions on the board: 1. /low ofte,..

movies once a week. I do the .laundry once a week.) Repeat with the phrase twice a week.

do once or twice a month? What do you do once a year?

Pair work

Su99.es, t.ed tea:c_hfng time.:

�.... mlnu i:es

Suggested teaching time,

does

4-S minutes

she Wash tJ.e di5!,es?

Youractunl I �c.h1n.9 lun.e:

2. WJ.o Wa5l,e5 tJ.e disJ.e5?

• Point to the verlbs in each question: does wash, washes. Ask What's the difference between questions I and 2?

e

• Direct attention to the Be carefull information.

t91nductive Grammar Charts

3

Grammar

Youtilctual L@aching time..

Inductive Grammar Charts

UNIT 7, LESSON 3

T56

www.frenglish.ru

7

I

-,�;,11) Listening comprehension Suggestl!d teaching timt;?:

S-J:. minutes

Youra(tual teach,ng trme:

I

• Stop the audio after each conversation and have students choose their answers. Then have students listen to confirm answers. • To review, ask students tro say complete sentences about each person; for exampl·e, She cleans the house. Her husband washes the dishes. Henon .. . etc.

AUDIOSCRIPT CONVERSATION 1

M: So, who does the househok:I chores in your family? F: We all do. My husband washes lhe di5hes. My so n does lhe laundry. My daughter makes dinner. And I claen the house.

CONVERSATION 2 F: Who does lhe chores in your famlly? M: Wall, I wash lhe di5hes. And my brother does the laundry. F: And what about your sister? M: Oh. she never does cho166. CONVERSATION 3 M: Who usually does the chores? You or your husband? F: Me. I cb everything. M: Really? F: I get up. He doesn'L I nnake breakfasl I cb the laundry. M: Really? F: And In the evening, I come home. I make dinner. And he watches TV. CONVERSATION 4 F: Do you do housahok:I chores? M: Of course! Actually, we all do in my family. F: That's graa!! Who does what? M: Wall, my wffe usually makes dinner and I wash the dishes. On weekElnds, I do the laundry and she cleans the house. And our son washes the dishes on weekdays.

8 Grammar practice Suggested .teac.h1ng t1m e;

You-ractual

4 minutes

teac.Jung time:

• Have two students read the model aloud.

• Move around the room :as students do this activity. Pay special attention to their Who questions.

O@

Extra Grammar Exercise

1

Conversation model

Suggested teacl1in_g lime;

3-4 minutes

Suggested teaching time:

2-3 m1nute1

Your actual teaching Lilne;

• Have student� repeat each line chorally. Make sure they: ,,, use falling intonation with How often do you do the laundry? How about you? and Who deans the house? ,, use rising intonation with Could I ask another question? ,,, stress never in I never do the laundry.

3

Conversation activator

e

Sugges .tl!d teac h1n.g time:

4-,4

minute

Y.a ur actual teaching ti�e::

Conversation Activator Video

• Note: You can print the script or you can show a running transcript on the video player on the ActiveTeach. The script also appears on page 182 of this Teacher's Edition. Extend the conversation. Brainstorm other questions students can ask. For example:

OOl'TSTDP!

Who [warher the dirherJ?

· For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1,

the actors use different words in the gaps from the ones

in the Conversation Model. In Scene 2, the actors extend the conversati on. After each scene, ask students how lhe model has been changed by the actors.

· Model and extend the conversation with .a more confident student. Play Role A For example: A: So, how often do you go shopping? B: About once a

week. How about you? A: Me? I go sl10pping twice a week. I go shopping on Saturdays ond Wednesdays . ..(etc.)

,s\ Conversation Activator Video Script; C onversation 'gl Activator Pai r Work Cards

4

C.hange partners 3-� (I\IOUles

Yburactual tea�h1ng �,me:

· Tell students to take notes on their partner's responses in this conversation to help prepare them for Exercise 5.

5

Group work

Your actual

Sugges.tl!d teac h1n.g time:

• Have students look at the photo. Ask Are they neighbors? What,household chores does he do? (He does the laundry.)

UNIT 7, LESSON 3

Rhythm and intonation

leachmg time.:

These conversation strategies are implicit in the model: • Use So to introduce a conversation topic. • Use How about you? to ask for parallel information. • Say Me? to give yourself time to think of a response. • Say Sure to indicate a willingness to answer. • Begin a response to an unexpected question with Q.!:1

TS 7

2 �1,n)

Suggested teac h1ng ti me;

l1 m',j11Hlij:jl1Discuss household choresI 1 \��

• After students read and listen, ask How often does he do the laundry? (About twice a week.) How often does she do the laundry? (Never.) Who deans his house? (His brother.)

3-'I minute

Y.a uractual teaching ti�e::

• Have pairs form groups of four. Each student explains what household chores his or her partner does.

Option: (+10 minutes) As an alternative, have students tally the kinds of chores that the people in their group do and then report back to the dass.

•£0:�H

Workbook or MyEnglishl.ab

6

Speaking Activities: Unit 7, Activity 3

---i1f;t1!���uu1t---------------------www.frenglish.ru

3

Discussion

Suggested te.Jch.1ng tJme:

1 Sugge.sted te�chlng timet

10-15 mln\jtes

Yctur.actual teac.hing ume:

· Ask students Do you like housework? Have students raise their hands in response. Tallythe number of yes and no responses. • Focus attention on the titl:e. Point out that the title Don't like household chores? is asking the reader to confirm that he or she doesn't like to do housework. · Introduce the word robot. Point t o ·each of the photos and say This is a robot Introduce the words vacuum and floor. Point to picture 2 on pa,ge 56 and say The woman ,acuums the house. Point to the picture of the Scooba on page 58. Point to the floor and say This is a floor. • Pre-reading: To practice scanning, have students read quickly and underline the names of the robots and the activities each robot can do. Call 9n various students tq read the sentences from the text that describe what·each robot does.

-4-5 mlnu�e-s

Youractual• teaching time:

• Write the following sentences on the board: T wa ,,ttl,e_ becavfe it_. I do n't Wontthe_ becoVfe_.

• Have students complete the sentences and then meet in groups to talk about their preferences. • Encourage students to use like, need, and want in their discussions. • Survey the class. Ask Who wants the iRobot Roomba? Count the students who raise their hands·. Ask Why do you want the iR0b0t R00mba? Then ask about the other robots.

Option: GRAMMAR BOOSTER (+20 mmutes)

@Q

Top Notch Pop Song Video and Karaoke Video

• Have students read the article silently. • Check comprehension. Ask the following questions: Does the iRobot Roomba vacuum the flo-0rs? (Yes, it d oes.) . \ti/hat do�s the iRobot Scooba do? (It washes the floor.) Does AS/MO clean the house? (No, it doesn't.) Does it take out the garbage? (No, It doesn!t.) What does AS/MO do? (It walks and carries things.)

Option: (+lOmlnutes) To extend the activity, have students listen to the audio as theyread. Pause alter each sentence In the second paragraph and have students repeat, imitating the pronunciation and intonation. Make sure students pay attention to groups of words (collocations) that go together.

e

learning Strategies

2 Reading comprehension Suggested teac . hing tfme. . :·

4-5

minute-s

Your actual Leach-ing time.-

• Review answers byhavingi students take turns reading the statements.

Option: (+2nrinutes) For further review, sayfalse sentences about the robots. Have students correct them. For example: The Scooba walks and carries things. (The Scooba washes theiloor.) AS/MO clea . ns the·house, (ASIMO walks and carries things.) The Roomba does the laundry. (The Roomba cleans the house, OR The Roomba vacuums the floor.)

oe

Extra Reading Comprehension Exercises

UNIT 7, EXTENSION

T58

--------------------------il;}l'Hl'i'J--www.frenglish.ru

�Digital Games

Befqre the first activity, give students a few minutes of silent time to explore the photos and become familiar with tlhem.

Contest Suggested t:eac'hrn_g time;

s mlntrteu

Your actual teat-h1p_g timE

· After students have become familiar with the photos, have them close their books. Say Tell me about Jack's day. Don't expect students to reconstruct all the information. • When students can't remember any more, have them open their books to find information they missed. Possible responses . .. Jack gets up at 7:00 A.I<. He takes a shower at 7:10 He alway, eab breakfa,t. He take, outthe garbage after breakfa,t. He goe, to- work at 3:30 He comes home at 6:00 P.IA. He exer.ci1e1 before dinner. He makes dinner at 7:00 He \Ya:shes the dishes after dinne:r. He watches TV He check, hi, e-. mail at !'():15. He goe, to bed at 11:00

Option: 11-s minutes) For a different approach, do a pair work activity. Students take turm saying a time and making sentences about lack's daily activities. Student A : 8:00 P.M. Student B: He watches TV at 8:00 P.M. or He d.oesn't make dinner at 8:00 P.M. He watches T\I. Option: 11-1om1nutes} Challenge your students by having them write the·story of lack's Typical Day. Encourage students to. use frequency adverbs: always, usually,

sometimes, never. After students finish writing, have them read their stories In pairs or small groups.

Pair work Suggested �.:tchlng tlme.;

5-7

mJnu�-l

You-ractual teac._hlng tJme:

• Have students work in pairs and have them create a conversation. One student in each pair pretends..to be lack. Possible responses . ..

Stude•t: Jack, are you a moll'ning person or an evenin·g pe'rsoo? Jack: M•? I'm an evening person. S1114ent, Why do you ,ay that? Jack: Well I get up at 7:00 In, the morning. And I go to bed at 11:00. Stud..t: Whaltime do you !eat dinner]? Jack: At about 7:15. Studeat: \¥hen do you exercise? Jack: In the evening. Sbldeat: What', your typical day like? Jack: Well, I umally get up at 7:00.1 go to work at 9:30 and I come home at 6:00. Stude1tl: And ,vhat do you do in your f ree.tlme? Jack: Well, I exercise in the evening. I watch TV I check •·mail. Stede•t: What', your typical morning like' Jack: Well, I get up at 7:00.1 take a ,hower. I get dre,sed. I eat breakfa,t. I take out the garbage. At 9:30 I go to work.

Sbldeat: So, how often do you wa,hthe di,he,?Jack: I wa,h !he dhhe1 ev-ery night. Student: Could I ask you another question? Jack: Sure. Stutlent: When Oo you e-x.en::·ise? Jack: Oh, I exercise in the evening before dinner.

True or false?

T59

UNIT 7, REVIEW

Possible responses ... Jack usually exercises in the morning. (false+ He usually exercis-es in the eve.ningJ Jack u,ually e�h breakfa,t at 7:45. (True.) Jack u,ually m•ke, lunch. (fal,e. He um ally make, dinner.) Jack;, a ,tu.tent. (Fahe. He goes to work.) Jack um ally take, the garbaie out at S:15. (True.] Jack um ally comes home at 6:00. (True.) Jack um ally watches TV after dinner. (True.) Jack um ally go e, to bed at 10:00. {Fal,e. He u,ually goes to bed at 11:00.)

Writing Suggested teac hlng time:

8-10 ,nin.utes

Ya:urc1ctual tHc.hin_g time:

· Students can use the notes they wrote down on page 55. · Model the activity. Talk about your typical week. Then write several sentences on the board. For example:

r

Ori Weekday, 9et vp early arid J 90 to Work. J ,onietime, do chore, iri the eVerii ri9. T 90 ,l,oppiri9 or ...

'@)Writing Process Worksheets

Option: Oral Progress Assessment • Use the illustration on page 59.

• Have students review the Conversation Models on pages 53, 55, and 57.

Suggested teac.hing time:

• Ask two students to read the example sentences to the class. Model a few more possibilities. For example: Jack checks e-mail In the afternoon. (False. He checks e-mail at night.) Jack was/Jes the dishes after dinner. (True.)

5-7

minute..s.

Your .-,clual �ach(n_g tirne.J

· Question and answer: Tell the student you are going to ask question·s .about Jack; for example, T: Whatdoes jack do on a typ1rnl mommg?S: He. usually gets·up at

·se,,eno'clock. He takes_ a shower. Hegets_ dressed. He eats ·breakfast He takes out the garbage. Ana he goes to work. T: What does he do in the evening? S: He comes /Jome at six o�dofk. He exercises at 6:30. He makes dinner and washes the di�h'es. Evaluate students onlntelligibllity, fluency, correct use of target grammar, and appropriate use otyocabulary.

8

Oral Progress Assessment Charts

Option: WRITING BOOSTER (Structured support for preparing writing)

OJ•;l:VJ

On the Internet: · Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: • Assessment • Top Notch Pop Song Activities • Top Notch TV Video Program and Activity Worksheets · Supplementary Pronunciation Lessons • Conversation Activator Video Scripts · Audioscripts and Answer keys • Unit Study C·uides

www.frenglish.ru

Units 1-7 REVIEW 1 ·�.:filzl

Listening comprehension

Sugge.sted [email protected]'c.hing �fme . :

S-10

minutes

• Before listening, have students read the ·sentences. • Have students listen and check the correct column again to confirm their answers. AUDIOSCRIPT

Sugges.ted Jeac.lung time:

:s

m_inut�

Yo'u r actu.i I tea'c.hln.9 trme.±

This activity reviews: prepositions in, on, and at for dates and tlmes (Unit 5). • Review answers by having students read the sentences aloud. Option: (+10 minutes) To review preposition s .of time, write the fi>ll9wing list of information on the board: f100f1 the mor'1i'19, Ja"vary, �:DO, tJ.e l'Jeeke"d, Marc.I, 12t;. Then draw the diagram below on the board ·and have students match the dates and times with the correct preposition.@!: noon, 4:00; on: the weekend, March 12"; in: the morning, January) i

CONVERSATION 1 M: Your name, please? F: Jennlter Anderson. M: Good morning, Ms. Anderson. Your occupation? F: I" m a teacher.

CONVERSATION 4 F: Is your brother a student? M: Actually, he's a teacher now. F: Really!

CONVERSATION 2 F: So fell me about your father. Whal doeG he do? M: My father? Oh, he's a doctor.

CONVERSATION 5 M: So tell me about your grandparents. F: Well, my grandfather"s an artist, and my grandmother is, loo.

CONVERSATION 3 M: Who's that? Is she your sister? F: Yes. That's my sister, Nancy. M: Is she an artist? F: Yes. she is.

CONVERSATIOI� 6 F: Who's that in the phol:o? M: That's my neighbor. F: She's ver; p!Slty. M: Yes. She Is.

e 4

Graphic Organizers

Grammar practice SuggeSt. ed

S mlnutes

Your ac:tua I teach1ng Hme:

This activity reviews: demonstratives (Unit 6).

Pairwork Sugge'5t.ed teac.hing time:

Grammar practice

Your.actual teaching tinie:;

This activity reviews occupations (Unit 1).

2

3

s

minutes

·Your actual leaching time.;

This activity reviews: locations (Unit 3). • Review·the example. Point out the contractions. Remind st.udents to include the a"rticle in their questi9n. Possible res ponses ... A: Where's the school? B: It's around the corner on the lefl (first picture) A, Where's the bank? B, It's around the corner on the right. (first picture)/ lt'.s between the bookstore and the restaurant. (second picture) A, Where's the b'ookstore? B, It's on the lefi. / It's next lo the bank. A, Where's !he restaurant? B, It's next to the bank. (second picture)/ It's down the street on the right. !fourth picture) A, Where's the pharmacy? Bdt's a.cross the stre.et. It's n e,ct to the news stand_ A: \1/here•S the news stand? B: It's aero s1 the street (third picture)/ It's next to the- pharmacy. !third picture) I It's down the 1lreet on the left. (fourth picture!

• Review answers by having students read the sentences aloud.

Option: l+TOmlnuresJ For additional practice, have students use this, that, these, thoseto give compliments about the cloth�s their classmates are wearing; (or example, Student A: I like those shoes. Student B: Thank you.

5

Pairwork .Suggested �ac.Jun� time:

S-10 minut@$

Y.ouractu.il 1:ea'c.hln.9 trme.±

This activity reviews: yes I no questi9ns and short answer-s (Unit 1); questions with Where (Unit 2); subject pronoun it(Unit 3); ways t o .get places (Unit 3); imper.ative (Unit 3); early, on time, and late (Unit 5); simple present tense with like (Unit 6); questions with Wilen (Unit 5 and Unit 7). • Model the first item with a more confident student.·

UNITS 1-7 REVIEW

T60

www.frenglish.ru

6

8

Pair work Suggested te:aching time.:

10 m1nu�..s

YouT.actua-1 t.eac_hlng dme:

This activity reviews: introductions (Welcome Unit); occupations (Unit 1); titles and names (Unit 2); verb have (Unit 4); What time is it? (Unit 5); questions with When (Unit 5 and Unit 7). • If possible, pair students with partners they have not worked with a lot before. • Encourage students to offer extra information and ask follow-up questions. Possible responses . ••

1 A, Hi. rm.John. 8: Nice to meet you_ I'm Sam_ A, Nice to meet y ·ou, too.

2 A: What's y.our last name? 8: Burton_ A, How do you spell that? 8: B·U·R-T-0-N. And what's your last name' A: Lee.

3 A: \'/hat do you do? B: I'm a �usician. And you? A: I'm an aCtor.

4 A: Do you �ave children? 8: Ye!, I do. I have two daughters. What about you? A: I have a son. 5 A: When', yourbirthday' B, lt', in June. On the 16th_ When'• yours' A, On October 2nd. 6 A: What time is it' 8: 7:45. Aie we late' 8: No, we're early. The concert is at 5:00.

Option: (+IOmlnutes) To provide more practice In asking and answering the questions in this exercise, have students walk around the room and talk to different cla�smates. To review, ask various students to introduce tw-0 people they spoke to and say one thing they learned about e-ach

person; for example: Student A: This is Sam. His last name Is Brown. John has [two] children.

7

Grammar practice Suggestl!d teaching time;

.5 minutes

Your actual teachtng lime:

This activity reviews: the imperative (Unit 3); ways to get places (Uni.t 3). • Direct attention to· item 4 and remind students that this is a symbol for don't. • To review answers, call on individual students. Then have students repeat each corrected imperative chorally. Option: ftS minutes} Challenge students to add a sentence to each item. For example: 1 Walk to the bank. Don't drive a car. 2 Take the train to work. Don't walk to work. 3 Take the bus to the pharmacy. Don't take th.e train. 4 Don't walk to the restaurant. Take a taxi. S Don't drive to school. Take, the bus to school. 6 Don't take the train to the bookstore. Walk to the bookstore.

T61

UNITS 1-7 REVIEW

Conversation practice Suggeited teac hln_g tlm@:

S-10 mlnu . tes

Your actual te.c.hlng time:

This activity reviews: names and occupations (Unit 1); family relationships; adjectives to describe people (Unit 4); be with adjectives (Unit 4); questions with How old (Unit 4). • Write the four topics in the Ideas box on the board and then orally brainstorm �uestions students can ask and language they can use. For example:

Namef: What's your [sister]'s name? A9ef: How old is your [brother]? Occvpatio,.,f: What's your [father]'s occupation? Dercribe people: She's tall and pretty. Possible responses ...

A: \'/hat's your brother's oam e? 8: Manny. A: Ho .v- old i1 he? 8: He i1 1

19 years old. A: What's his occupation' 8: He', a ,tudent. A: Really? Where' 8, City University. A, Tell me about him. Well, he's tall and handsome. A: Really'

a :,

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9 ·�

Listening comprehension Suggested teachmg time:

10 minu.te.,;

11

Vocabulary I grammar practice .Suggested teaching dme,

Your actual 1�ac.hing time:

S-10 mlnute.l

Yo·u r ac tuaJ teac hfng time.:

This activity reviews: yes/ no questions with be (Unit 1); the alphabet (Unit 1); numbers (Unit 2); information questions with What (Unit 2); questions with How old (Unit 4); What time is it? (Unit 5).

This activity reviews: yes I no questions with be (Unit 1); questions with What, Where, When, and Who (Units 2, 3, 4, and 5).

• Have students read the questions before they listen to the conversations.

• Review the questions by having pairs of students read the conversations aloud. Note that students m:ay have some different responses for item 1. For item 2, What do you do? is also correct.

• First listening: Students write their answers. • Second listening: Students confirm their answers.

12

AUDIOSCRIPT

Your ac:tua I

te:ac hin9 time.:

• Model the first it'em with a more cqnfident student. • To review, have pairs of students read the c:onversations aloud.

CONVERSATION 3 F: Is that your son? M: Yes. F: How old is he? M: He's five. F: He's so c ute! CONVERSATION 4 M: Excuse me. Where's !he Comer School? F: The Comer School? It's around lhe c o rner. M: Aroundthecorner? F: Yes. The addl9Ss is 12 West 12'h Street.

Option: (+5-IOm;nutes/ For a challenge, have students write questions for the unused answer option. There are many possible questions students can write. For example: 1 :a Do you want a new dress? (Yes, I do.) 2 :a Is he a chef? (Yes, he is.) 3 :a Is he handsome? (Yes, he is.) 4 b Do you like. the red sh,oes? (Yes, I do.) 5 b Do you need a new coat? (Yes, I do.) 6 :a Is she young? (Ye·s, she is.)

13

Grammar practice SuggeS.ted

teaching time;

CONVERSATION S M: Excuse me. What time Is it? F: It's a quarter to three. M: A quarter t o three? F: That's right.

s minut�

Your ac:tua I

te:achin9 time.:

This activity reviews: statements and questions with be (Unit 1); verb have (Unit 4); yes/ no questioris with want and need (Unit 6); questions with Why (Unit 6); questions with Who (Unit 7). • Have students read their answers aloud to the class.

Grammar practice s minutes

s minut�

This activity reviews: yes I no questions with be and have and the simple present tense (Unit 1, Unit 4 and Unit 6).

CONVERSATION 2 F: Please spell your name. M: My first name or last name? F: Last. M: Sure. lt's-bnsen. J-0-N-S-E-N.

Suggested teac..h,ng time:

Pair work Sugge.s.ted teaching time;

CONVERSATION 1 M: What's your phone number? F: It's 845 82 28 009. M: 845 82 28 009. Is that right? F: That's right.

10

• First have students write the questions.

Your actual

\eac.htng ttme.:

This activity reviews: possessive nouns and adj-ectives (Unit 2). • Call on individual students to say the correct sentence.

UNITS 1-7 REVIEW

T62

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14

16

Grammar practice Suggested �ilchlng tlme.;

5

mJnu�-l

You-ractual teac._hlng Ume:

Conversation practice Suggested teac hlng Um@:

S-10 ,nin.utes

Yo-ur actuai tHc.hin_g time:

This activity reviews: daily activities, leisure activities, and household chores (Unit 7); frequency adverbs (Unit 7).

This activity reviews: event times and locations (Unit 5); places in the ne ighborhood (Unit 3); locations (Unit 3).

• Have students read their answers aloud to the class. Make sure they pronounce the third person-sin items 1, 3, 5, and 6. Also make sure they spell goes correctly in item 5.

· Give students a few minutes to look at the information in the event announcements.

15

Vocabulary I grammar practice Suggested teac.htng time.;

5-10 mJnute..s

Your actual le.aching time.i

This activity reviews: daily activities and leisure activities (Unit 7); frequency adverbs (Unit 7); time expressions (Unit 7). • Review answers by having each student write one sample answer on the board.

Option: (+TO minutes) For additional practice, brainstorm more questions with the class that students can answer in writing. For example:

\.1/hat do you do on Mondays? \.1/hat do you do at night after dinner? \.1/hat do you do on weekdays?

· Model the conversation with a more confident student. For exampie:

A: Look/ There's a concert on Sunday. B: Really? What time?

A: It's at 3:30 in the afternoon. B: Great! Let's go! • Move around the room and make sure students extend their conversations with the language in the Recycle box. Have students make a check mark next to the expressions and phrases in the Recycle box that they use in their

conversations. · Have various pairs role-play some of their conversations In front of the class. Possible responses .

..

A: There',• mooie on Thur,day at 6:00. 8, Really' What movie? A: About• Girl, with Fiona Nichol,. 8: Great! let's go! A: When;, the Hhool dance? 8: It', on Wedne,day at l0:30 P.H. A: Let's go! Where hit? 8: Pat's Restaurant. It's around the corner. A: let', meet at 10:15. 8: Good idea.

A: look' There', a basketball game on Saturday. B: Great! let', go'

Whal lime? A, S:30 P.IA. let's meet ,1 S.

•£0:Ui

• Workbook or Myfnglishlab • Assessments

T63

UNITS 1-7 REVIEW

www.frenglish.ru

• 1

Home and Neighborhood • Tell students that In, at; and on are words that show where someon·e or something is; for example, Where-does

she live? She lives in an apartment. Where does he work? He works at the bank. Where do they live? They live on the third floor.

,..,};I9l Vocabulary

0

·Suggested ��ching time:

5

m1nulel

Your.actual teac:hlng tfn1e;

Vocabulary Flash Card Player

• Give students a minute to look at all the illustrations. Point to each building in the book and say its name: a

house, an apartment building, an office building.

• Play the audio and have students listen. Then have students listen and repeat chorally. • Check comprehension; ask:

How many floors are In the·office building? (Three.) How many floors are in the house? (Two.) Does the apartment building have an elevator? (No, it doesn't.)

Does the house have a garage? (Yes, it <;toes.) Does the apartment building have balconies? (Yes, it does.) Does the house have balconies? (No, it doesn't.)

L

Language and culture

• In many countrie·s there is a ground floor and then the first floor is above the ground floor. In the .U.S., the ground floor is also called. the first floor. • In British El'lglish, an elevator is called a lit� and an apartmenlis called a flat.

e 2

learning Strategies

Suggested

7-10

m1nu.te1

L

Language and culture

• The preposition In is used for inside a building (in an apartment, In a Hoi1se, in an office).. At is used for a·,spedfic location (at home, at 50 Main Street) or a place with a definite article (at the bookstore, :at tfie new EnglishSchool). On Is used with street names(on Bonk Stre-et, on 34th Avenue) and for floors (on the te.nth floarj.

e 3

Inductive Gr-ammar Charts

Grammar practice :S·ugges\Ed te�ching hm@:

4.-,

Your actual teachln91ime�

minule.s

• R·emind students to use the -simple present tense. • Write on the board: Wl,ere �yov live?

Wl,er. e uyovr l,ovfe? Wl,ere is,yovr motl,er'f hovfe?

Where doecyovr motl,er �? Point out that do and does are used in questions with verbs

in the simple present tense.

Grammar leaching time;-

• Write the following questions on the board: Wl,ere do yov live? Where do yov work? Ask students to give answers for each question, using in, at, and on. You may want to write on the board sample answers for the fir.st question. I live ori Jorief Street. I live i'l ari apartmerit. J live at 3 Jorief Street.

Yourac.tual t�c.h,ng tune:

• Direct attention to the top half of the Grammar box, Questions with Where, and have students study the examples. • Write on the board: Wl,ere do_ live? Point to the blank and add the subject you. (Where do you live?) Say/ live in [Chicago). Now point to the blank and add the subject we. (Where d·o we live?) Say We live In {the United States}. • Write on the board: Where doer_ live? Point to the blank and add the subject she. (Where does she live?) Say She lives in [Toronto]. Point to the blank and add the subject he. (Where does he live?) Say He .lives in [Canada].

• Direct attention to in, .at, and on in the bottom half of the Grammar box and have students study the examples. • Remind students that in previous units they studied on and at to talk about location and time; for example,

Where's the bank? It's on the right. When is the game? It's at seven o'dock.

• To review, have pairs of student.s read the dialogues aloud to the class.

oe 4

Extra Grammar Exercises

ip,;13:.20) Pronunciation

e

S"Uggested t�acbin'g tim !l:

3-4 rr:i1nute.s

Your actual teaching time;

Pronunciation Coach Video

• Write on the board: lteri Firft Averive. Have students repeat "It's on" as If It were one word. • Play the audio and have students listen. Then have students listen and repeat chorally. • Call on a few students to say the sentences.

(8 Pronunciation .Activities

UNIT 8, LESSON 1

T64.

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5

Vocabulary I grammar practice 5-6 mJnu�-l

Suggested �ilchlng tlme.;

2 \l!>'liul Rhythm and intonation

You-ractual teac._hlng Ume:

Suggested teaching time:

• Brainstorm with students various questions they can ask. (Do not write the questions on the board.} For example:

Where does your father work?, Where do.es your mother work?, Where do you worx?, Where do you live?, Where does your family /Jve'7, Where do your grandparents /iVe?, Whtre does your sister live?

I

Yburactual teaching Lune;

· Have student� repeat each line chorally. Make sure they: • use·rising intonation for Do you Jive far from here?, And is the neighbor.hood mce?, and Really? .,. emphasize My and airport in My apartment is next to

an airport.

• Give students two minutes to write questions they want to ask. Move around the room to check whether their questions are correct.

3

· Have students ask and answer their questions in pairs.

• Review places around town; for example, ask What places are near our school? (Possible responses: A pharmacy, a school, a bank, a restaurant, a bookstore, a newsstand.)

· To review, ask students to tell the class about their partner's family.

6

I

,),13,21) Vocabulary

e

Suggestl!d teaching timt;?:

4-S.

minutes

Youra(tual teach,ng trme:

I

launch the Vocabulary Flash Card Player.

• Give students one minute to look at the photos and words. Then play the audio and have students listen and then listen again and repeat. • Call on individual students to pronounce the words. For example: T: Number 4. S: A park. T: Number 7. S: An

airport.

l,(111/ljlliH;jllDescribe your neighborhood I

1

�3:2'

Conversation model

Suggested t:eaC:hrn_g time:

4-S mJnute..s ·

Your actual leae-hrpg Hme1

These conversation strategies are implicit in the model: • Begin a question with And to indicate you want additional information. • Use Really? to introduce contradictory information. • Introduce the new vocabulary far. Say [The train station] is

not near our school. It's far from our school. • After students listen, point to the man on the right and ask Does he live far from here? (No, he doesn't.} Is his neighborhood nice? (Yes, it is.) Point to the man on the left and ask Where does he·//ve? (Near an airport.}

UNIT 8, LESSON 1

7-10 mfn-ute-,,

Y.a ur actual tl?aching time!

• Review forms of transportation (Unit 3}; for example, ask students How.do you get to school? (Possible responses: By car, oy taxi, by bicycle, by bus, by train.) DOllSTOP! Extend the conversation. Review the questions in the Don't stopl box. Brainstorm more questions with Where that students can ask, and write students' ideas on the board. For example; WI.ere do yov exercire? Where do yov 90 ovtfor lvoch?

Where do yov wotcl, [ soccer] 9omer? Where do yov 90 doocio9? · Model the conversation with a more confident student. Play the role of Student A For example:

A: Do you live far from here? B: N0. About twenty minutes by car. A: And is the neighborhood nice?

B: No, it isn't. My apartment is next to a hospital.

Option: (+3-5 minutes) For additional practice, have students do a pair work activity. Have them cover the words of a group of pictures and then take turns pointing to a picture and saying the word. A: (points to item 2), B: A train s·tation.

Conversation activator Suggested teachln9 liine!

• Play the audio for the Preposition near. Give further examples of near. Talk about what is near the school; for example, [The stadium] is near our school.

T65

2-4 minute,

A: Really? My neighborhood doesn't have a hospital. (etc.} • Make sure students ask additional questions about their partner's neighborhood. Encourage them to ask the questions on the board or from the Don't stop! box.

ti!}) Conversation Activator Pair Work Cards 4

Change p artners Sugg,ested leaching time:

Yo:uractual lea'chin9 time!

• To review, have several pairs of students act out their conversation i n front of the class.

•D•,t1t1

Workbook or MyEnglishl:.ab

@speaking Activities: Unit 8, Activity 1

www.frenglish.ru

-1

1------------

•

1 \l!>i�

Vocabulary

Sugge.sted te�chlng timet

4-S:. mln\jtes

Yctur"actual teac.hing ume:

0vocabulary Flash Card Player • Give students one minute to look at the diagram.

• Have students listen and point. Then have them listen and repeat chorally. • Direct attention to the "Preposition in" box and read the example.

• Check comprehension of upstairs (any floor above) and downstairs (any floor below). Ask Which rooms in the house are upstairs? Which rooms are downstairs? If appropriate, say Right now we're at the school. What's upstairs?

What's downstairs?

2

• Write tl,ere if and tl,ere are on the board. Show students that there·is can be contracted to there's, but that there are cannot be contracted.

• Call attention to the Be careful! box on the right. Have

various students read aloud the questions and short answers with there is and there are above the box. Point

out that I.he negative forms of the responses can be contracted (the.re isn't and there aren't), but the affirmative forms cannot be contracted.

• Direct attention to the rule for How many and the examples.

• Point out that you use How many to ask about quantity (a number). • To check comprehension, ask about the house in the

Vocabulary: How many bedrooms are there? (One.) How many floors are thue? (Two.) How many rooms are there? (Five.) How many bothreGms are there? (One.)

Pair work S,uggested te�ching timet

3 mln\jtes

Youra.clual teac.hing ume:

• Model the activity; for example, say This is my house. My

house has two floors. Upstairs I have a bedroom and a bathroom. Downstairs I have a living room, a dining room, and a kitchen.

• In pairs, have students describe the rooms in their homes.

• Move around the room and make sur-e students pronounce the names of the rooms correctly.

Language and cu}ture

• Homds the place a person lives. It.can refer to either a house or an apartment.

3

For each sentence, ask studenis Is the verb singular or plural in this sentence? Point to the noun that follows each verb; ask Is the noun singular or plural?

tea.ching tfm.e.:·

7-10

minule-s

Youractuiitl Leaching time-

• Direct attention to the Grammar box and have students study the rule for there is I there are and the examples. · Write some prompts on the board; for example: five roomf

"

4

lnduct·ive Grammar Charts

Grammar practice suggested 3-4 mlnutei toea,11109 ti1ne:

YP u r l!.c,tu.i I tea,h1n_g Hme:

• Review the example with the class.

• Before students write, have them look at the nouns that follow the blanks and say whether they are singular or plural. (Singular: a small bedroom, a balcony, an elevator, a garden, a park; plural: bedrooms, windows.)

• Have students compare answers in pairs.

Grammar Su9gested

e

batl,room

two floor f

t!,ree l"i11dol"f two doorf

• To review answers, call on individual students to read their complete sentences. As they say the s-entences aloud, point out that the -s in there's links with the a in the following word. For example: 2 There's�a small bedroom; 3 There's�a balcony; 4 There'un e levatqr; 5 There'LJ garden; 7 There's �a park.

oe

Extra Grammar Exercises

" livi119 room Call on various students to make sentences with the

prompts and there is and there are; for example, Thue are tive rooms. There is one bathroom. • Show that the verb used with there Is singular if the tint

noun that follows it is .singular; the verb is plural if the first noun that follows it ls plural. Write: There if a batl,room a,.,d a bedro.om vprtoir,. There if a door a11d two wi11do Wf i11 ti, e bedroom. Tl,ere are two wi,,dows a11d a door i11 tl,e bedroom.

UNIT 8, LESSON 2

T66

www.frenglish.ru

5

Grammar practice Suggested �ilchlng tlme.;

1-10 mJnu�-l

You-ractual teac._hlng Ume:

l:lll'lllilllij:j/lAsk about someone's homeI 1 �3:211 Conversation model Suggested

• Model the activity. Write example sentences on the board about your home.

,-4

minute,

Your actual teaching Lilne;

There. are sb: rooms in my h1>ust. There's a large kitchen, a

These conversation strategies are implicit in the model: • Use Well ... to indicate you are deciding how to begin

liVlng room, and a small dining room downstairs. There are two bedrooms upstairs. The bedrooms have large closets. A bathroom is

a response. • Respond positively.to a description with Sounds nice!

Possible responses ... ------------�

down,tairs nert to the kite.hen.[etc.]

6 ��

Listening comprehension

Suggested

teaching time:

-S-7

minutes

'fourad:ual teac.hin9 time!

• Before students listen, have them read the names of lhe cities and the descriptions of the houses and apartments. • Have students listen and check the best choice. Review answers by asking students to read the correct description for each item.

Option: (+5 minutes) To provide additional support, review the information with students before they listen. Ask Does the one-bedroom apartment in Pari5 have a big kitchen? Does the house in Montreal have a garden?, etc. AUDIOSCRIPT

CONVERSATION 1

M: I need a house or aparlrnenf in Paris in April, F: April in Parisi Nice. Hmmm ... Well, ws have a small onsbedroom aparimenl near a park. M: Whal about lhe k.fohen? My wtte wanls a large kitchen. F: A large knchen? Hmm ...Oh OK. We have a two-bedroom house wnh a large knclieo.Is that OK?

M: GIBEIL

CONVERSATION 2

F: We need a house in Buenos Ailes in February. Whal's available? M: We have two houses available theo. How many bedrooms do yciu need? F: We need a second bedroom for our son. Mi I have a ni'.:e 1wo-beclroom house with two balhrooms. Is that OK? F: Peeled.

CONVERSATION 3

Do you have a n aparlmenl available in Tokyo in September? Is a one-bedroom Of:(? Yes. Thal's fine. Well, I have two one-bedrooms available. Do you need a large kachen? M: Nol really.But what aboul closels? F: Well, t have one wilh a large cbset. But It has a sman kitchen. M: Thal's fine.

M: F: M: F:

CONVERSATION 4

What's available in Montreal in July? We have a two-bedroom apartment wah a balcony. Actually, we want a house. OK, let's see. Oh, we also have a two-bedroom house. And It has a small garden. F: That sounds greaU

F: M: F: M:

e T67

teaching time:

learning Strategies

UNIT 8, LESSON 2

• To check comprehension, ask Is her apartmentlarge? (Yes.)

2

\.,..3�8J Rhythm and in tonation Suggested teac hlng Um@:

2 ,nin.ute.s

Yo-ur actuai tHc.hin_g time:

• Have students repeat each line chorally. Make sure they: ,, use rising intonation for in a house and f alling intonation for or an apartment? • use falling intonation for What's it like?

3

Conversation activator

e

Sugge.st-ed t.eac hin9 time:

7-l-O

minutes-

Your actual

teach-in.9 time:

Conversation Ac tivator Video

• Note: You can print the script or you can show a running transcript on the video player on the ActiveTeach. The script also appears·on page l82 of this Teacher's Edition.

OOl'TSTOP! Exteind the conversation. Brainstorm questions that begin witlh Is there_?, Are there_?, and How many _? Write students' ideas on the board. For example: If there a 9ara9e i'l yovr hou5e? Are there lor9e clo5ef$? /loi,.t ma'ly-floor5 are there?

• For more support, play the Conversation A,tivator Video before students do this activity themselves. In Scene 1, the actors use different words in the gaps from the ones in the Conversation Model. In Scene 2, the actors extend

the conversation. After each scene, ask students how the model has been changed by the actors.

• Model the conversation with a more confident student. Play Role A so that you can model asking many different questions from the Don't stopl box. • Be sure to reinforce the use of the conversation strategies. � Conversation Activator Video Script; C onversation � Activator Pair Work Cards; learning Strategies

4

Change par tners Suggested teac hlng Um@:

4-5

,nin.ute.s

Yo-ur actuai tHc.hin_g time:

• To review, ask a few students What is your partner's

homelike? Option: (+IOminutes) Challenge students by having them describe their dream house.

itiU:ti

Workbook or MyEnglishl:.ab

tS} Speaking Activities: Unit 8, Activity 2

www.frenglish.ru

-1

1------..--

• 1

2 9-12 mln\jtes

Yctur"actual teac.hing ume:

0vocabulary Flash Card Player • Have students look at all the rooms and then write the name of each room in the space provided. Review students' answers before they listen to the audi.o .

· First li.stening: Have students listen and point to the items In the Illustrations. • Second listening: Have students listen and repeat chorally. Make sure students pronounce the indefinite· articles (a I an) clearly.

• Give students a few minutes to practice pronouncing the words on their own. Then ask students if there are any items they would like to practice further with you. Have students identify the number of the word for you to model the pronunciation. For example: Student A: Number 11. Teacher: Sink. Student A: Sink. Student B: Number 19. Teacher: Refrigerator. Student B: Refrigerator.

Option: /H minutes) For additional practice, have students

identify all the furniture and appliances in each room of the house in the Illustration on Student's Book page 66; for example, In the be·droom .there's a bed. There's a lamp next

to the bed. There's also a d resser.

Option: ftS minutes) As an alternative, have students do a

pair work activity. One student describes a room in one of the illustrations on page 68. The partner listens and identifies the room; for example, A: There's a refrigerator on

the left. There's a microwave and stove on the right. B: The kitchen. Then they switch roles. Option:

(+10-15 minutes)

Language and culture • An appliance is a piece of electrical or fuel-operated

Listening comprehension

Suggested tea
Vocabulary Sugge.sted te�chlng timet

,j,J3:30

'-

9-12 minutes

Yourac.tual tea�Jl,ng tune:

• Play the audio for Conversation 1. Do the first item together with the class, demonstrating the location of the stove in the picture of the kitchen. Be sure students understand that they have to find each item mentioned in

the conversations in order to answer correctly.

• First listening: Have students listen and write their answers. • Se.cond listening: Have students listen to confirm their answers.

• To review answers, call on individual students to say the sentenee s. AUDIOSC�IPT

CON VERSATl ON 1

M: Is lhal stove new? F: No, It's abouit five years old. M: But It boks new. F: Really1

CONVERSATION 2

F: Is thal a new computer? M: Not really. H's about two years old.

CONVERSATl ON 3

M: Do you like my new sofa? F: Is It new? tt's very nice.

CONVERSATION 4

F: I need to brush my hair. Do you have a mirror? M: Yeah. Just go upstairs and tum left.

CONVERSATION 5

M: I like your red chairs! F: Real y? Thanks. I like thooe chairs, too. l

CONVERSATl ON 6

F: Where's Susan's phone number? M: It's upstairs , on the dresser. F: Oh ... Thanks.

equipment (a refrigerator, a stove) for a house.or · 9f a floor but a carpet rnvers apartment. A rug covers p art the whole floor. A small ta·ble next to a bed is called a night table. A low table in front of a sofa is called.a coffee table. Another word for sofa is couch. A microwave oven is usually referred to as a m1crowave. • Refrigerator and fridgehave the �ame meaning (frfdg� is less formal). Some students find refrigerator clifficult to pronounce. Mosel the pronunc.iation and give special emphasis to the second syllable: reFRI.Gerator. • In British English, sofa is settee and stove is a cooker.

e

learning Strategies

UNIT 8, LESSON 3

T68

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3

Pair work Suggested �ilchlng tlme.;

8-10 mJnu�-l

2 \1!'"�2] Rhythm and intonation

You-ractual teac._hlng Ume:

• Give students two minutes to think about their homes and write down the furniture In each room. Move around the room and help students with vocabulary.

• Brainstorm questions students can ask one another. Write students' ideas on the board. For example: What'r iri yovr kitcheri? Do you have a dir iiri9 room? WJ.,at'f iri it? Tr there ari office? WJ.,at'r iri it? • If you have presented the words from the Unit 8 Vocabulary Booster, page 129, encourage students to use them in this exercise.

Suggested teaching time:

3-4 minute,

I

Yburactual teaching Lune;

· Have student� repeat each line chorally. Make sure they: • use falling intonation for What do you tHink? and And

what about this lamp?

.,. emphasize beautiful In I think it's beautiful. • pronounce the language chunk What do you single word.

think? as a

• Model these statements and have students repeat chorally, Make sure the stress falls on the adjective: I think It's nice. I think it's awful.

I think It's great I think it's ugly.

I think it's terrible.

For a different approach, have students make sentences with have, wanl, and need about furniture in their home; for example, We have three TVs in our

3

l,lll'1j11Hlij:jl1Talk

· Review the vocabulary for the pictures by having students say the words. (Chair, lamp, mirror, refrigerator, rug, stove.)

Option:

(+5 minutes)

apartment. I need a new computer in my office.

1

1

about furniture and appliancesI

Conversation model

Suggested t:eac·hrng time:

4--5

mJnu'te.s

Conversation activator Suggested leilc:hln·g Ume.;

· Direct attention to the Recycle box. Have students use the phrases to give their opinion about the furniture and appliances in the pictures.

Your actual teac_hrng time..

These conversation strategies are implicit in the model: • Use Actually to introduce an opinion that might surprise. • Say I don't know. I'm not sure to avoid making a direct negative statement. • Write on the board: Doer rhe like the rota? Doer 5/.,e like the lamp?

0011STOP! Extend the conversation. Have students continue their conversations by talking about other furniture and appliances.

· Model the conversation with a more confident student. Play Role B. For example:

A: This is a nice choir. W'hat do you think? B: Actuollr, I think It's pretty awful. A: Really? And what about the lomp? B: I think it's nice/ What about yeu? A: I don't know. I'm not sure.

• After students read and listen, ask for answers. (She likes the sofa. She doesn't like the lamp.)

• Direct attention to the box with positive and negative adjectives. Point to the smiling face and say, T11ese are positive adjectives. Pointto the frowning face and sa.y These are. negative adie.ctives. Play the audio and have students repeat chorally.

Language and culture • What do you think?= Whot do you think of.the'sofo?=

Do you /ik e the sofa?

L

• In some cultures, people lave by the saying, "If you can't say anything good, don'tsay anything atall." In those_ cultures, it ls more appropriate f<;>r a:person to say I don't know. I'm notsure rather than express a negative opini.on of something. In other cultures, it ls more acceptable to give a directopinion, in-whim case a person could say

I think it's ugly.

Ya:uractual te,1,hin_g time;

• Move around the room and listen in as students work in pairs. Encourage students to use the language in the Recycle box, a,nd the positive and negatlve adjectives, to

give their opinions about other furniture and appliances. Make sure students are expressive when they give their opinions.

e 4

Conversation Activator Pair Work Cards

C.hange partners Suggested te.ac h1ng time;

Yburactual tea�h1ng time:.

· To review, ask a few students Which furniture ·does your

partner /Ike-?

iili:M1

Workbook or MyEnglishlab

,m Speaking Activities: Unit 8, Activity 3; "Find Someone � Who ..." Activity

T69

UNIT 8, LESSON 3

---i1f;t1!���uu1t-----------------------www.frenglish.ru

2

1 ,l!'i�

Suggested te.Jch.1ng tJme:

Reading 10-15 mln\jtes

Sugge.sted te�chlng timet

Yctur"actual teac.hing ume:

· Pre-reading: To practice scanning, have students read quickly and underline the Information that tells what kind of home each p·ersor, has. • Then have·students re:ad the text silently. • Check comprehension. As�the following questions: Who lives In a house? (Mr. Yoon and Ms. Williams.) Who lives in an apartment? (Mr. Calero.) Who lives In Venezuela? (Mr. Calero.) Where does Mr. Yoon live? (He lives in Busan, Korea.) Does Ms. Williams live in Venezuela? (No she doesn't. She lives in the United States.) How many bedrooms does Mr. Yoon have? (Two.) How many bathrooms does Ms. Williams hovel (One.) Who has a big living room? (Mr. Yoon) What can Mr. Calero see from his living room? (The city of Caracas.) Who has a big garage? (Ms. Williams.)

Option., (+10-15 minutes/ To t.urn this reading into a listening activity, draw the following graphic organizer on the board (without the answers) or print it 9ut. Have students read the questions before they listen. Play the audio twice for students to answer the que.stions in the chart. Then have them rea.d the text to confirm their answers. Mr. Yoon Where?

13vro",

Korea

Ms. Williams )eattle,

us.

Mr. Calero

C,rc>cof, Ve.,ez vela

A house or an apartment?

l,ov,e

I,() v f<,

oport,..,.,,,t

How many floors?

two

two

"""

How many bedrooms?

two

two

tJ.r.,e

How many bathrooms?

o:ie

o""

tw1>

Garden?

rio

yes

r,o

y "'

yef

ye ,

f..,oll

lor9e

fmoll

Smalt or large living room?

lar9e

fmoll

Office?

r,o

Yef

Garage? Small or large kitchen?

\8

Reading comprehension s mlnu�e-s

Youractual• teaching time:

• Have students read the information in the left column of the chart. Then have them scan the article again for the answers. • Ask students to underline the sentence in the text that supports each answer. For example, Eduardo Calero has three bedrooms. The supporting sentence is in paragraph 2 (the first sentence): We have three bedrooms

and two bathrooms.

· Have students compare their answers and supporting information. · Review answer5 by asking individual students to say which information should be checked for each person in the reading.

Ol8. Extra Reading Comprehension Exer,cises (9 learning Strategies 3

Pair work Suggested teae-hln.9 Hme.:

•-s

mtn.utes

Youract1,1al. lea.ching time.:.

• Call on individual student-s to read the example sentences aloud to the dass. • As students talk, move around the room to listen In on their conversations. Answer any questions as needed.

Option: (+5 mlnvtes) For a different approach, do a group activity. Have students say why they like the house or apartment they live in; for example, I /Ike my apartment. The rooms are very big, and tllere are many windows.

Possible responses ... ---------------,, PAs. \Villiams Jives· in a house. I live in a house, too. Mr. Calero's apartment building has an elevator. J�Y. apartment building doe,n't. Mr. Voon1· s house doesn't �ave a garden. My house ha1 a big garden_

Option:

GRAMMAR BOOSTER

GQ Top Notch Pop

(+20 minutes)

Song Video and Karaoke Video

r,o

Graphic Organizers

UNrr 8, EXTENSION

T70

--------------------------il;}l'Hl'i'J--www.frenglish.ru

�Digital Games

Before the first activity, give students a few minutes of silent time to look at the pictures and become familiar with them.

Writing

Info Gap Sugge,,ted

teachlng tlme.;

1-10 mJnu�-l

• Review the examples. Encourage students to use different types of questions during the activity; for example, How

many_are there? Does the_have_? Is there a_? Are there_?

8-10 m1nUles

Yo:uractual l"ea<.hin.9 tin,e;

• Use students' names to write examples with but and too on the board; for example: [Mark] liver; ,., a,., oportme11f; b1.1t (Vicky] live,;,., o hov,e. (li,.,do] liver i 11 011 oportme11t. [Gary] liver; ,.,a,., oportme11f; too. • Point out the use of commas with both but and too.

Option:

(+5 minutes}

To extend the activity, have students

read their sentences aloud in small -groups or to the class.

Possible responses . ..

Possible responses . .. Ho•/t' many bedrooms are there? Is the chair near the table,? Does ttie bathroom have-two sinks? Ho,v many rooms are there? \'/here is the table? h t'here a dining room? Is there a rug? As an alternative, do a guessing game. Student A says where an item is without saying the name. Student B asks yes I no questions. A: It's in the bedroom. B: Is It large or small? A: It's small. 8: Is it next to the bed? (+IOminutes)

A: Yes, it is. B: Is It the table?

. ch, have students (+IOminutes) For a different appro a work in small groups to make alphabetical lists of the furniture and appliances in each picture; for example, for the letter B: bathtub, bed, bookcase, etc.

Option:

Pair work 1

My bedroom has two bed,, and thi, bedroom ha, iwo bed,, too.

There are windows in this bathroom, but in my home there are no \Vindo\vs in the bathro·om. This house ha_s a garage for one car, but my hou-se has a garage·for two car1. . This living room has a large bookcase. My living room has a large bookcase, too. This living room doesn't have a TV, but I have a TV in my living room. There is old furniture in t.his house, but there is new furniture in my house.

e

Writing Process Worksheets

Option: Oral Progress Assessment

Use the illustration on page 71. Encoural!Je students to use the lang ua . ge practiceo In this Ll nit as well as previous units.

• Give students a few minutes to explore the pictures silently and formulate opinions about the items in each house.

Create a q>nversatlon together. Point to cine of the two pictures :and say This ,s your heuse. Ask questions about the student's h -ouse. The student S:hou.ld answer based ·on the picture; for- example, bo yo'u live or a house? How many reoms are there In

• In pairs, have students point to furniture and appliances and express their opinions.

you /Jave a garden? Dees your bedroom W/Jat do you need

Suggested teaching time:

4-S. minutes

Youractual teac.hin9 Um@!

Possible responses . ..

A: W�at do you think of this table I lamp I bed I bathroom I house I kttchen I ,tove? 8: A.ctually, I think it'> beautiful. And what

about this sofa/ d.esk/ bookcase? A: I don't kno,v. I'm not sure. 8, Really' I think it', pretty.ugly.

Option:

For a challenge, have students redecorate one of the houses. On the board, review the phrases students will need; for exa· mple, let', put_ 11e1
Pair work 2 Suggested teaching tim':!:

7-10 minutes

'louradual teaching time:

• Model the activity: Have a student read the example aloud as you draw what you hear on the board.

·option:

(+/Omlnutes) As an alternative, have students take turns describing a room on page 71. Their partner listens and identifies the room; for example, A: There's a sofa and

T71

Sugg,ested lea:c hln·g Hme.;

Your actual teac._hlng time:

• Pair work. Direct attention to the two different pictures (Partner A's Picture and Partner B's Picture) and tell each pair to decide which picture each partner will use.

Option:

a chair. There's a small table with a lamp next to the chair. There's a big bookcase. B: [pointing to the living room In Pamer B's picture] Oh! This living room.

UNIT 8, REVIEW

Evaluate students on lntelligibllity, of target grammar, and appropriate use

e

Oral

Option:

WRITING BOOSTER (Structured support for

preparing writing)

itiU:ti

On the Internet: • Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: • Assessment • Top Natch Pop Song Activities • Top Natch TV Video Program and Activity Worksheets · Supplementary Pronunciation lessons • Conversation Activator Video Scripts · Audioscripts and Answer keys · Unit Study G·uides

www.frenglish.ru

Activities and Plans

• 1

AUDIOSCRIPT

REPORT 1

M: Good morning, Cali. This is your English language weather forecast for today. The wcethar is great today. if you like It hot! The temperature right now is 35 d6gre8!S, and ff's nice and sunny.

·�Jill] Vocabulary Sugge.sted tE?.i'c.hing tfme: .

S-7

mlnutes

REPORT 2

Your.actual teaching tinie;

F: Hallo from Madrid in the hcert of Spain. Today's wcether is a nice and warm 30 degrees. Bui tt's a llttla windy this morning so take a light swcetar with you. Tuna in again Ihis afternoon for your Madri'.:I wcethar update.

(!) Vocabulary Flash Card Player • Direct attention to pictures 1-5 ln the book. Give students a minute to look at the illustrations and read the sentences.

' First listening: Have students listen and re-ad along.

REPORT 3

M: This is Tim Sellars with today's Seoul weather report. The weather In Seoul Is unusually cool for this time of I.ha year. The temperature is 10 degrees , but It's sunny.

REPORT 4

• Second listening: Have students listen and repeat.

F: Good afternoon from Dubai in the United Arab Emirates. This Is y0ur lwo o'cbck waathEl( report. It's a hot and uncomfortable33 degrees at thls hour in DubaL and It's raining.

• Direct attention to pictures 6-9 and the temperatures. • Introduce It's hot and It's cold with appropriate gestures. Mime putting on a jacket.to introduce It's cool. Mime taking off the jacket to introduce It's warm.

REPORT 5

F: Hallo again. Michaela Soros here with today's Montreal wealhar. The weather every day this weak is cotl. ll's snowing hard right now, and the temperature is a cold 1 degree. A tip for Montrealars: Don't drive today. We suggast public transportation, and reports are that trains and buses ai:e running normally.

• Explain the meaning of C and Fon the thermometers. Point to a temperature on the left side of the thermometer and say [35] Celsius Is [95] Fahrenheit. • Introduce the words temperature and degrees. Write on the board: What'5 the temperatvre? It'5 _ de9ree5. Point to each illustration 6-9 and ask What's the temperature? (It's [35] degrees. or It's [95] degrees., etc.) • Introduce the syml;iol • for degrees. Write on the board: It'5 [35] de9ree5. Erase the word degrees and write in °.

(+5-10. minutes)

Option: Languag. e and culture ·

L

• The Celsius scale is used in most countries. The Fahrenlieit scale is used In the United States. Many p.eop.le in the U.S. are nbt familiar with the Celsius scale.

\!) learning Strategies 2

,�j:38

Listening c omprehension

Suggested t�ac--hing fime-;

·Your actual teaching time;

• Before students listen, have them study the chart. Point to each city name and pr onounce it so they can recogniz·e it in the audio. If a world map is available, point out the five cities. • Have students read the direction line. Tell them that they will listen to the weather report three times, once for each task in the directions. • Review answers by asking, students to describe the weather and temperature in each city, using complete sentences; for example, It's warm in Madrid today.

3

Grammar ·suggested teacll1n9 tT1ne�

7-10 minutes

Ypu r �.c ,tu.i I teach1n9 Hme:

• Direct attention to the affirmative statements and have students study the rules and examples.

• Write on the board: It rai r,5 every day. It\ rai r,ir,9 r,ow. Say These sentences are different. Sentence 1 Is about every

day. It is in the simple present tense. Sentence 2 Is about right now. It is in the present continuous.

• Direct attention to the negative statenrents and have students study the examples. Point out that not comes after be and before the present participle. • Point out the two forms for negative contractions. To review the for�ation of contractions, write It i5, erase the -i, and draw In an apostrophe. Then write It i5 r,ot, erase the -o, and draw In an apostrophe. Continue with other examples in the present continuous.

• Direct attention to the .small box about pre sent participles on the right. Demonstrate on the board that the last -e in exercise is dropped when you add-ing. FYI: There are more spellIng rules for forming the present participle on Student's Book page 76.

'9

Inductive Grammar Charts

UNIT 9, LESSON 1

T72

www.frenglish.ru

4

2

Grammar Suggested �ilchlng tlme.;

5-6 mJnu�-l

• Show students how the present continuous yes/ no question is formed. Write the formula on the board and several example questions. For example: be + wbject +Verb/ -;"9? rn,dyi"9 E"9lifh? Are you Tr rl,e "'1alki"9 to rcl,ool?

• Remind students that contractions are not used in affirmative short answers. Correct: Yes, I am. NOT correct:

Yes, I'm.

• Call attention to the two forms for negative contractions in short answers. • To check comprehension, ask questions; for exampl· e, Are you studying English right now? (Yes, I am.) Are you watching TV right now? (No, I'm not.) Is [Ryan] walking? (No, [he's] not.) Is {Michelle] listening? (Yes, [she) is.)

Option: (+10minutes) For more practice, make a list on the board of verbs students know; for example, eat, take, rai",

walk, exercire, watc/, 1 rtudy. Have students take turns asking and answering yes I no questions in the present continuous; for example, A: Are you studying English? B: Yes, I am. B: Is [Larry] watching TV? A: No, he's not.

e 5

Inductive Crammar Charts

4-S.. minutes

Paulo?

,, use rising intonation for Today?

3

1

Extra Grammar Exercises.

(1jijij:IIIDescribe today's weatherI

-:�J:39

Conversati.on model

Suggested teac!1ln_g lime;

3-4 minutes

Conversation activator Suggested 1.eaching bme:

7-10 minute�

Youractual Leaching time.-

OOl'TSTOP! Extend the conversation. Direct attention to the Don't stop! bo�. Ask What is Molly wearing? (A coat and scarf.) What is Jonathan wearing? (A shirt.) Have students review the names of clothing items they know and write them on the board: scarf, sweater, jacket, ·coat, shoes, shirt, tie, dress, suit, blouse, pants, skirt. If you have assigned the Vocabulary Booster, include those words as well: bathing suit I .swimsuit, bathrobe, boots, hat, jeans,

nightgown, raincoat, umbrella, sandals, pa/amas, T-shirt, shorts, socks, pantyhose, underwear. Have students say what they are and are not wearing.

• Have students brainstorm different cities in this country or around the world and think about the weather there. Make a weather chart on the board. For example: Tt'r l,ot a"d fUllllY· Cairo, E9xrt Cal9ary, Canada Tt'r cold, a,,d it'r f'lowi,,9.

A; Hi, {Nick}. [Emily]. B: Hey, Emily. Where are you? A: I'm calling from [Moscow]. How's ·theweather there in [Caracas]? B: Today? Terrible/ It's raining and cool. A: No kidding! It's wann and sunny here! I'm wearing shorts and sandals!

Your actual teac.hin9 Um@!

• When reviewing answers, make sure students spelled making, exercising, and taking correctly. Point out the two possible ways to express the negative response In items 3 and 6.

l1 lfl'ij1

Youractual Leaching time.

• Have students repeat each line chorally. Make sure they: • use falling intonation for How's the weather there In Sao

• Have students work independently to complete the exercise and then compare their answers in pairs.

oe

'2-3 minute�

• Model the conversation with a more confi:dent student. Play Role A to show how to expand the conversation and talk about clothes, too.

Grammar practice Suggested teaching time:

Suggested leaching bme:

You-ractual teac._hlng Ume:

• Direct attention to the questions and answers and have students study the examples.

(j,)31 Q Rhythm and intonation

Your actual leachmg time.:

These conversation strategies are implicit in the model: • Use Hi and Hey to greet people informally. • Say No kidding, to show surprise.

• Point out Vancouver and Sao p·aulo on a map.

• After students read and listen, ask How's the weathe·rin Vancouver today? (it's hot and sunny.) How's the weather in Sao Paulo? (It's raining and cold.)

• Be sure to reinforce the use of the conversation strategies; for example, mak.e sure students express surprise when they say, No ki ddingl · Encourage students to use the adlectives in the box to describe the weather. Encot1rage students to talk about the clothing they "are wearing" In the different locations.

4

Change partners Su_ggested teaching lime:

4'-S minute�

Your actual Leaching time.

• Have students stand up and find another partner. Make sure they describe the weather in other places around the world.

(8 Conversation Activator Pair Work Cards

H:O,t1�'i

Workbook or MyE.nglishlab

(9 Speaking Activities: Unit 9, Activity 1

T73

UNIT 9, LESSON 1

www.frenglish.ru

-1

1--------

• 1

l� ·4

3

.Suggested teaching dme,

Vocabulary Sugge.sted

teaching timet

S-J mln\jtes

Yctur"actual teac.hing ume:

· Before students listen, give them a few minutes to stucly the date book pages.

• After students listen, check their comprehension. What Is today? (Monday.) What .is tomorrow? (Tuesday.) What is the day after tomorrow? (Wednesday.) What date is today? (August 2.) What date Is next Monday? (August 9 . ) · Direct attention to the date book for today and have students repeat the time phrases chorally. • Further check comprehension by saying clo·ck'times and having students choose the appropriate time phrase; for example, 9 �.M. (This morning.) 3 P.M. (This afternoon.) 7 P.M. (This evening. I Tonight.)

2

Grammar Suggested te.sc..h,ng time:

s

minutes

Grammar practice

Your actual \eac.htng ttme.:

• Direct attention to the Grammar box and have students study the examples.

7-10 mlnute.l

Yo·u r ac tuaJ teac hfng time.:

• Direct attention to the date book and have. students study the information. Ask a few questions to make sure students understand the infi>rmation. For example: What time is Manssa meeting her mom for lunch? (At 11:00.) W/1en is she deaning the kitchen? (On Sunday.) What is she .doing on Thursday afternoon? (She's going to Chinese clas.s.) • Review the examples with the class. • Give students a few minutes to complete the exercise. Have them work independently. • To review answers, have students read the complete sentences. (Use of contractions may vary.) FYI: This exercise uses many time �xpression s, sucl, as: then, later, after, and that evening. You may want to explain these before students start the exercise.

oe

Extra Grammar Exercise

• Point out that time expressions give important information about when things are happening: in the present (now) or in the future. Have students circle the blue time expressions in the Grammar box. Say The time expreHlon tells you that the attton is happening now or in

the future.

Option; (+5 minutes/ For additional practice with time expressions, ask students questions. Start with yes/ no questlons and move on to information questions; for example, Are you working this week? Whe1.1 are you worlcmg

this week? Are you studying tonight? What are you studying tonight? Are you going shopping this afternoon? Where are you going shopping this afternoon?

(9 Inductive Grammar Charts

UNm 9, LESSON 2

T74.

www.frenglish.ru

4

4

Pair work Suggested �ilchlng tlme.;

1-10

mJnu�-l

You-ractual teac._hlng Ume:

• For the yes/ no questions, encourage students to formulate some questions that will require their partner to say no and then give follow-up information; for example, A: Is she meeting Sandy on Tuesday morning?

O

• Listen for rising intonation for yes I no questions and falling intonation for informatioin questions. Possible responses . .. Where is Marissa meeting Sandy' (At the. Ctty Bookstore .) Who is. exercising \Yith Maris.:s.a on Saturday? (Sarah.} What is Marhsa doing on Saturday evening? (Sh-1r's going:t-o a concert.}

Conversation model

Suggested �ilchlng tlme.;

4-S mJnu�-l

You-ractual teac._hlng Ume:

They're talking about·their weekend plans.

· After students read and listen, point to the woman in the photo and ask What is she doing on Saturday? (She's meeting Pam In the park.) Point to both of them and ask What are they doing on Sunday? (They're getting together.)

2 . .,J;4fl

Rhythm and intonation

Suggested teac.htng time;

2-l mlnute..s.

Your actual teach(n_g tirne.i

· Have students repeat each line chorally. Make sure they: • pause after saying Welf. ·• say Sure! with enthusiasm.

3 Plan your conversation Suggested teacl1ln_g time;

5-6 m1nut.e..s

doing on Friday? What are you doing this afternoon? • For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1,

the actors use different words in the gaps from the ones

in the Conversation Model. In Scene 2, the actors extend the conversation. After each scene, ask students how the model has been changed by the actors. • Model the conversation with a more confident student. Expand the conversation with language from the Recycle box.For example: A: What terrible weather! It's so windy and cold/ B: It really is! . . . So, {Ann], are you doing anything special

tomorrow? A: Well, tomorrow, I'm going to a new restaurant. B: Do you want to get together the day after tomorrow? A: Sure! Call me tomorrow evening, OK?

• Brainstorm activity ideas with students and write their ideas on the board to inspire them as they fill in the date book. • Tell students to write on,ly the time phrase and the verb phrase in the date book. Say On Monday evening at seven, I'm doing my laundry, but write on the board: 7:00 P.M. d.o

lauf\d ry .

· Walk around and provide help as needed.

T75

UNIT 9, LESSON 2

· Make sure students accept the Invitation with enthusiasm by saying Sure! as if they really mean it. • Have student� check off each word or phrase in the Recycle box as they use it in their conversation.

Option: (+IOminutes) For a different approach, br.ing to class listings of local cultural or sports events.Pair students and ask them to identify the events, Make a list on the board. Then have students make plans and practice their conversations, substituting these events. Conversation Activator Video Script; Conversation � Activator Pair Work Cards {a\

5

Change partners Suggested teachln·g fime.;

Your-actual

leaching time:

Conversation Activator Video

_?

This conversation strategy is implicit in the model: • Use So to introduce a conversation topic. • Direct attention to the photo. Say It's Fliday afternoon.

Yo-ur actuai tHc.hin_g time:

DOl'TSTOP! Extend the conve1sation.Review the time expressions in the Recycle box. Write the following Have question on the board: What are you doi '1 9 students practice creating new questions using the time expressions in the Recycle box; for example, What are you

When is Mari,sa doing the laundry? [On Monday.)

1

7-10 ,nin.utes

transcript on the video player on the ActiveTeach. The script also appears on page 183 of this Teacher's Edition.

11 Marilia meeting her mom at !·he mall on Wednesday' (No 1he i1n't. She's meeNng her mom on Monday.)

l,ltl'.)j1(1H1j,loiscuss plansI

Suggested teac hlng Um@:

• Note: You can print the script or you can show a running

B: No, she· isn't. She's meeting 5andy in the evening.

• Give students a few minutes to write down some questions to ask their partners.

Conversation activator

3-4 m1nule·�

Ya:urc1ctual te1.c.hing tline;

· When students change partners, encourage them to extend their conversations by asking about other times of

the week.

iili:M1

e

Workbook or MyEnglishlab Speaking Activities: Unit 9, Activity 2

www.frenglish.ru

-1

1--------

• 1

3

Pronunciation

Suggested I t�aching time;

Grammar Su99e . st.ed tea:c.hlng time.; .

s�,

minui:es

Youracluitl Li:iac.h'ing time.._

• Direct attention to the information questions and an,;wers and have students study the examples. • Write Wl,o if weari '1 9 a ccat? on the board, Circle-the verb Is and the -ing ending. Say Tile present continuous always uses be and the present participle In the -Ing form.

• Say Who is the subject In this question. Draw a circle around Who and write S above it. Write Wl,at if Jo"athari Weariri9? Say /onathan 15 the subject in this sentence. Draw a circle around Jonathan and write S a:bove it. Say When Who is the subject of the question, the word order is subject+ verb. When Who is not the subject of the question, the word order is verb+ subject.

�a 2

Inductive Grammar Charts

Pair work

Su_ggested teaching time:-

7-10 m-inutl!U

Youractual 1eachtng lime:

• Ask students to study the pictures. Review the example with the class.

• Remind students to use information questions using the present continuous; for example, Who's making breakfast? (Mike is.) What's Patty doing at 8:50? (She's washing the dishes.) What are Patty and Mike doing at 1:307 (They're getting up.) • Encourage students to use contractions. Encourage them to help each other correct mistakes. • Ask pairs to role-play their questions and answers.

Option: (+3 minutes) As an alternative, give students a few minutes to write their questions before they talk about the pictures. Po.uible ·response$ .

..

• Direct attention to the box and have students study the questions and the arrows, • First listening: Have students listen and foc, us on the intonation at th.e end of each question.

• Point out that yes/ no questions have rising intonation and information questions have falling intonation.

• Second listening: Have students listen and repeat chorally. Permit students to exaggerate their intonation to emphasize the different inton atiens. Language and culture • In American English, famlly always takes a sil'lgular ver \In British English family ca:n sometimes take a plural verb.

8 4

Pronunciation Activities

Grammar

Suggested t�aching time;

Option: (+5 minutes) For an inductive approach, ask students to notice what happens at the end of the verb.

The chart below summarizes spelling rules for forming the present participle. End of verb

Spelling rule

consonant +·e

drop the·• and add ·ing

one. consonant

one vov,el +

double the consonant and odd -rng'

two vowels

;j(jd -Ing; do not double the

consonants

0(9

Youractunl I teaching t11l)e:

• You may want to say the examples and have students repeat chorally.

8:00 A,H. What', Mike making' (He', making coffee.) What', Patty doing? (She', taking a·, hower.)

8:50 A,H, Where', Mike ,ea.ding the newspaper? (In the kitchen.) Who', wa,hingth• di!he,? (Patty u.J Who', listening to music? (Mike and Patty are.] Who', watching Patty? (The ca1.)

s

m1nute.s

• Have students study the examples in the Grammar box in their book.

and one

newspaper.]

Your actual teaching t11l)e:

ePronunciation Coach Video

7:30 A.H. What', Mike doing? (He', getting up.) What', Patty doing? (She', gett1ngup, !oo.J What are they wearing? (Pajama,.)

8:20 A.II. What', Mike doing' (He', eating brealda,t.) What', Patty doing? (She', eating breakfa,t, too. She's.reading the

3-4 m1nute.s

consonant two

consonant

add -ing; do not double the

consonant

•exception: Do notdouble-,v, -x; and ,�y-saying

Examples make-making take-taking

sit-sitting

shop-shopping

rain-rainfng read-reading brush-brushing

\Vork-working

->1 snow-snowing; fix-fixing; :

Option: (+5 minutes) For additional practice, have students brainstorm verbs they know. Write the verbs on the board. Then have students write the present participle of each verb.

e

Inductive Grammar Charts

Extra Grammar Exercises

UNff 9, LESSON 3

T76

www.frenglish.ru

5

2 ,.,.J,:A7J Rhythm and intonation

Grammar practice Suggested te:aching time.:

Z-3 m1nu�..s

YouT.actua-1 t.eac_hlng dme:

• Have students compare answers with a partner. • To review answers, have students write the participles on the board. Make necessary corrections.

oe

6 -�T"±s]

Extra Grammar Exercise

Listening comprehension 7-10

Suggested te:achlng Ume.:

m1nu�..s

Youra�tu:al t.eac_hlng tlme:

• Prepare students by saying People are talking on the phone.• First listening: Students listen and complete each item. • Second listening: Students listen and confirm their answers. • To review answers, students say the sentences.

AUDIOSCRIPT CONVERSATION l Fl: Helb? F2: Hi, Sara. It's me.. Are you working? Fl: Worl
CONVERSATl ON 4 Ml: Helb? M2: Hi. Paul. Can you talk? Ml: Sure. I'm just reading.

back later?

� use falling intonation for What are you deing? •· pause atter Well, and actually,

3

Sf:tggested teaching time:

F: Yes. I'm driving home. I can't talk right now. M: No problem. Call me when you're home, OK? F: Sura.

i i I l,lll'll11UH!j;IAsk about people's activ t es -:� 3�§) Conversati,on model Suggested

3-4

minutes

Your-actua·1 leachinQ time.:

These conversation strategies are Implicit in the model: • Answer the phone with Hello? on the phone. • Identify yourself with This is • Use Welt actually to begin an excuse. • Say Oh I'm sorry after interrupting. • Say Talk to you later at the end of a phone call. • Prepare students by pointing to the photo and asking What's she doing? (She's talking on the phone.) • After students read and listen, ask Who is calling? (lessica is qlling Grace.) What is Grace doing? (She's doing the laundry.)

T77

UNIT 9, LESSON 3

7-10 minu.te.s

Youractual teaching time:

· Have students look at the pictures of the people talking on the phone. Have them say the present continuous verb phrase for the other action in each o:ne. (Watching a·movie. Eating dinner/ lunch. Watching TV. Making dinner/ lunch.)

DOl1STOP! Extend the conversation. Remin.d students they can use the time e�pressions on page 74 and exact times (from Unit 5). · Model the conversation with a more confident student For exampie:

k. Hello? B: Hi, [Matt}. This is [Katie}. What are you doing? A: Well, actuallr, I'm watching a movie right now. B: Oh, I'm so.rry. Should I call you back later? A: Yes, thanks. Talk to you later. Bye,

B: Bye.

· Be sure to reinforce the use of the conversation strategies·; for example, in the role play, pause slightly after each word when yo u say Well, actually, to indicate you are giving an excuse not to talk right now.

4

M: Marfa? Ben. Are you iri the ca(I

leact'un llm.e�

Con.versation activator

• Move around the room and listen in as students work. Make sure students change roles, so everyone can practice both roles.

CONVERSATl ON 5 F: Helb. M arla here.

1

Your actual te.c.hlng time:

· Have students repeat each line chorally. Make sure they: ,, use rising intonation for Hello? and Should I call you

CONVERSATl ON 2 Ml: Helb? M2: HI, Dan. It's Bret. Whafs up? Ml: Not much. I'm just washing the dishes. M2: Want to go to the movi9G later1 CONVERSATION 3 Fl: Eva! What are you doimg here? F2: Me? I'm going shopping. I need a sweater, What about you? Fl: Just meeting my mom.

2-3 mln.utes-

Suggested teac hln_g time:

Change partners Sugge.sted te.il:c !'ling Umer

Yourac;tual

4 minu i.es-

teaching time.i

• Write other activities on the board so students can practice new conversations. For example:

taki.,9 a .,ap. I'm exercifi..,9. I'm

e

rn,dyi"9 E..,9lifl,. I'm drivi.,9. I'm

Conversation Activator Pair Work Cards

itO:t�i

Workbook or MyEnglishlab Speaking Activities: Unit 9, Activity 3; �Find Someone � Who ..." Activity

t�

www.frenglish.ru

2 FYI: The Unit Vocabulary I Grammar Review (Exerci.se 4) may make this lesson difficult to complete in 45, or even 60, minutes. If you have only a 45-minute period, two opti:ons are suggested: 1. Play the game as a warm-up for another lesson.

10-1.S minutes

s

mlnute.s

Yourac;lual' te;ic.hjng time:

• Ask students to look at the shaded column and row in the chart and then scan the reading again. Complete the first row of the chart as a class. • Have students compare answers in pairs. • To·review answers, go around the room and have students name the cities that have each type of weather. Encourage students to point out the information from the forecast that confirms their answer.

Reading

Suggested teac.h1ng lime:

Suggested teilC-hJn·g time.-

• Have students complete the chart independently.

2. Have students prepare the Writing exercise on page 79 as homework.

1 �3:4B

Reading comprehension

YOuractual teac.h1ng time;

• To practice the reading strategy of scanning, ask students Where is it mnny today? Give students a few minutes to scan for their answers. (Guadalajara, Miami)

3

Reading comprehension

• Then have students re.ad the text silently.

• Have students refer to the forecast to answer the questions.

• Check students' comprehension. Ask the following questions:

· Ask studentsto checktheir answeis In pairs and pointto the corre.ct answers in the forecast above.

09

What's the weather going to be like in Toronto in the afternoon? (Cold with a mix of rain and snow.) What time will the sun rise In Miami? (At 7:01.) What!s the weather going to be like in Seattle in the morning? (Rainy.) How hot will it get in Guadalajara? (It will be 24°C.) How cold will n get 111 Toronto? (It will be -3 °C.) What's the weather going to be like In Miami in the evening? (Rainy, windy, and cool.}

Option:

4

Suggested

practice, have students read the forecast while they listen to the recording of it. Pause after each city and have small groups of students repeat, imitating the pronunciation and intonation.

Option: (+10-15 minutes) To turn this reading into a listening activity, draw the following graphic organizer on the board (without the answers}, or print it out. First listening: Have students listen with books closed and fill in the temperatures. Second listening: Have students listen and

write lhe morning, afternoon, and evening weather. Third

listening: Have students listen and write the sunrise and sunset times. Have students read the text to confirm their answers.

°

Guadalajara

Toronto

-z•

t..,91.. 7 c, ° low 2 c

!,i9)..2q• c, 0 low S c

l,i9I, c, 0 low-� c

morning weather

,o,"'y

svnoy I

doudy / cold

afternoon weather

roioy

temperatures

loiOtm

cloudy/ \y'orm

m11

ot

ra,n

/

t..,91, u.0c,

rl

10-15 m,lnutes

Your actual teaching time;

· Tell students.they are going to act out the verbs in the box. Demonstrate what act out means. Write comb yovr I.air on the board. Use gestures and facial expressions to act this activity·out. • Point to the word mimes in the directions. Explain to students that mimes means the same as act out. · Form teams. Create several small teams or divide the class into two teams. Students on Team 1 take turns acting out a verb in the present continuous. Students on Team 2 ask yes/ no questions. Model using the following example: Team 1 Student: (acts out exercising) Team 2 Student: Are you getting dressed? (rising

intonation)

Team 1 Student: No, I'm not. (continues acting out

exercising}

Miami

low

Vocabulary I grammar game teaching time:

{+IOmlnutes) To use this Reading for pronunciation

Seattle

Extra Reading Comprehension Exercises

°

c

sunr,y I

wo,,...,

Team 2 Student: Are you exercising? (rising intonation} Team 1 Student: Yes, I am. • Remind students to use proper intonation with yes/ n.o questions: The voice goes up at the end. · Have the teams switch roles and repeat the game.

Option: GRAMMAR BOOSTER (+15 minutes)

runny/

� .. t

S'noW

evening weather

rnow/ cold

col d

cold

roiny/ windy/ C<>ol

sunrise I sunset

7:52/

l/:lB

7:25/

C.: lC.

7:q5 I l/:l/2

7:01/

5:)3

(8 Graphic Organizers; learning Strategies UNlf 9, EXTENSION

T78

www.frenglish.ru

REVIEW � Digital Games Before the first activity, give students a few minutes of silent time to look at the photos and become familiar with them. Ask Who's Sam? Who's Debbie? (Students can point in response.)

Pair work Sugg�sted teaching time:

10-15 minute1

Yo.u r a'ctual teac.hin9 time!

• Role play the model with a more confident student.

• Have students work in pairs. Students will create a phone conversatiqn f9r each set of photos.

• Call on various pairs to role-play one of their conversations in front of the class.

Option: (+IOminutes) For a different approach, allow students to write the conversation before they act it at.it. This will give them extra support as they act it out.

Possible responses . •• ------------� Thursday, May 5, 1:20 •·"·

A: Hi, Sam. This;, Debbie. What are you d · oing? 8: Well, actually I'm making lunch right now. A: Oh, I'm sorry. Should I call you back later? 8: No, it's OK. So what are- you doing tomorro\v evening? A: I'm not doing anything: special. Do you want to get together? 8: Sure! Call me tomorrow afternoon after work. A: OK.Talk to you later. Bye. 8: Bye.

Satard•y, May 7, 6:30 P,M,

A: Hi, Sam. This i, Debbie. 8: Hey, 0.ebbie. Where are you? A: I'm calling from [New York]. 8: How', the weather there in New York? A: Today? It's b·eautiful. It's warm and sunny. A: No kidding! lt'-s awful here-! It's raining, and i't's cool.

Writing Sugge-sled

teaching tim,:

10

-minutes

'lour actual

teaching lime:

• Prewriting: Ask students to make notes about what they're planning to do next week.

• Model the activity by briefly talking about your plans for next week and then writing a few sentences on the board. For example: J',.,, doi119 the lav11d ty 0.11 Mo,.,day. J',.,, 2oi119 to a co11cert 011 Thvrr
O,., frida y eVe'li1191 I'm haVir,9 di11rier �itl, trie11df from fcl,ool.

• Make sure students understand they need to use the present continuous for f uture actions in their writing. Remind them to use a time expression in each sentence.

Option: (+IOminute,) To extend the activity, have students

work in pairs or small groups to share their writing and compare plans. Ask them.to find out itany
T79

UNIT 9, REVIEW

Option: Oral Progress A:.sessment Use the first photo .on page. 79. Enco_u rage the. student to us· etbe langu.age practiced inthis unit .is well as ;n previ0us units.

Create· a conversation together. Tell the student, I'm {Slim] and you're [Deb.bieL I'm �a/ling you. Make a phone ringing sound . to prompi.th'e student to sa,y Hello? For
e

Oral Progress Assessment Charts

Option: WRITING BOOSTER (Structured support for preparing writing)

l(tl:�ti

On the Internet:

• Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: • Assessment • Top Notch Pop Song Activities • Top Notch TV Video Program and.Activity Worksheets • Supplementary Pronunciation lessons • Conversation Activator Video Scripts · Audioscripts and Answer keys · Unit Study Gtuides

www.frenglish.ru

• 1 ·�

CONVERSATION 3

Whal are you making? Nothing special. Just some eggs. M 1: That's all? Ml: Well, actually, I'm making some potatoes, loo. Ml: Ml:

Vocabulary

Sugge.sted tE?.i'c.hing tfm.e:

s mlnutes

Your.actual teaching tinie;

CON VERSATl ON 4

M: I iaally wan! ibananas for biaakfasl tomorrow. F: Well, lhe bananas are righl over !here. M: Where? F: Next to the apples.

(!) Vocabulary Flash Card Player FYI: Count nouns and non- count nouns are presented in

Exercise 3 on page 82.

• Tell students Count nouns are things we can count. To

i:lemonstr ate, count out the number of beans in picture

10 (Eight.). You can draw three apples on the board and count them out, too. • First listen ing: Have students listen and point to the items.

• Second listening: Have stU'dents listen and repeat chorally.

Option: (+3 minutes) As an alt'ernative, after students listen and repeat each item, ask them to say the plural form. (You may want to have students review the pronunciation of plural forms on page 44 of Unit 6.) For example: /z/ eggs, onions, apples, l emons, bananas, tomatoes, potatoes, peppers, beans, peas /tz/ oranges /s/ None of the food items on page BO have this final sound in the plural. In the Vocabulary Booster, the following plural forms h ave this final sound: grapefruits,

grapes, apricots, dates.

Opti011:

(+7-10 minutes)

2 ·�

Listening comprehension Suggested 5-10 Youra�tu,il tea.c.hing time:. mJnuf@$ Leachln.�-•�im_e.�---�

• Before students listen, have them look at the answer choices (the pictures} and say each food item shown. • First listening: Stop the audio after item 1 and review the example. Tell students that some conver�ations will have more than one answer. Then continue. • Second listening: Have students listen to confirm theirr answers. • To review answers, have students say the foods that

should be checked for each conversation.

AUDIOSCRIPT

CONVERSATION 1

Fl: Let's see. I have oranges, lemons, bananas. Whal do you like? Fl: Hmm. I iaally 61<.eoranges. I guess I' II have an orange.

CONVERSATION 2

M: Where a.re you going? F: To the superm arl<el.We need onions. M: Actually, we need potatoes, loo. F: Oh yeah, I forgol Thanks!

3

CONVERSATION 5

F: Excuse me. Where are the

onions? M: O nions? They're on the right ... nexi lo the oranges and lemons. F: Ohl And I need some peas, too. M: Peai, are between the potatoes and the onions. F: Thanksl

Pairwork .Suggested �a,Jun� time:

s minut@$

Y.ouractu.il

1:ea'chln.9 trme.±

• Model the a£tivity. Write the following sentence on the board: I dor,'t like_ bvtl real� like_. Talk about your food preferences; for example, I don't like onions, but I really like tomatoes. Then have a student read the example to the class.

4 Grammar Sugges.ted teaching time;

5-1

minut�

Your ac:tua I te:achin9 time.:

• Direct attention to the que·stions and answers in the Grammar box. Have students read the rule and study the examples. • Write on the board: flolw mar,y-are there? Are ti,ere a _?

r,,y

• Point out that the answer to how many is a number.

• To check comprehension, ask various �tudents questions with How many; for example, How many students are there in this class? How many months are there in a year? How many days are there in a week? • Write on the board Are there ar,y _ ? • Remind students that a question beginning with Are there ... is a yes/ no question. • Write the following responses on the board: Yer, there are. There are [11vmber]. No tl,ere are11't • To check comprehension, ask Are there any computers in

this room? Are there any-desks in this room?Are there any windows in this room?

e

Inductive Grammar Charts

UNIT 10, LESSON 1

TSO

www.frenglish.ru

5

Suggestl!d l-S teaching timt;?: I minutes

Youra(tual teach,ng trme:

3

Conversation activator Suggested teachlng Um@:

S-10 ,nin.utes

Yo-ur actuai tHc.hin_g time:

(!)vocabulary Flash Card Player

O

• Illustrate the new word, keep. Ask Where do you keep your

• Note: You can print the script or you can show a running

food in the closet? Say I keep my food in the fridge. Where do you keep your food?

script also appears on page 183 of this Teacher's Edition.

food? Do you keep yourfood in the stove? Do you keep your

• First listening: Students listen and pay special attention to the prepositions of place: In and on. • Second listening: Students listen and repeat chorally.

Option: (+5 minutes) For additional practice, do the following exercise In groups of three. Write two ·columns on the board. 1.l(eep iri the frid9e �nd 2. Dori't keej> i ri the frid9e.Have students categoriz·e the foods in Exercise 1, using the two categories. After a few minutes, write students' Ideas on the board.

6

Pair work Suggested teaching time:

5

minutes

Youractual teac.hin9 Um@!

• Model an example with How many ... ? Ask How many tomatoes are there 011 the counter? (There are two.)

• In pairs, have students t:ake turns asking and answering questions with How many ... ? and Are there any . ..?, using the photos from Exercise 5.

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Extra Grammar Exercises

1;ui'/11miO:iliois,uss 1 ·��

Suggested

5

minutes

This conversation strategy is implicit in the model: • Say I'll check to Indicate you'll get information for someone.

• To prepare students for this conversation, say Two people

are in their home. They are talking about lunch.

• After students listen, ask Are there any beans in the fridge? (Yes, there are.) Are there any onions? (The person is not sure:)

Rhythm and intonation Suggested

teacl1in_g lime;

2-3 minutes

Your actual leachmg time.:

• Have students repeat each line chorally. Make sure they: ·> use falling intonation for How about some green bean

salad?

• use ris.ing intonation for Green bean salad?, Are there any beans rn the fridge?, and And do we have any onions? ·• say That sounds delidousl with enthusiasm.

TS 1

Read the instructions in the Don't stop! box. Review the language in the Recycle box. Give some examples:/ like stuffed peppe.rs. We have tomatoes and onions. We need peppers. Do you want fruit salad?, etc. Have students practice making statements and asking questions usin ·g this language.

0011STDP!

• For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1, the actors use different words in the gaps from the ones in the Conversation Model. In Scene 2, the actors extend the conversation. After each scene, ask students how the model has been changed by the actors. • Model the conversation with a more confident student Play the role of Student A so that you can model expanding the conversation with questions about what you need, want, have, and like. For example:

A: How about some fruit salad? B: Fruit salad? That sounds delicious! I love fruit salad!

A'. B: A'. B: A'.

'fouradual teac.hin9 time!

lunch and dinner. Each recipe has Ingredients; for example, the ingredients for green bear, salad are beans, peas, and onions.

·.�!,1;,0

· Review the names of the recipes and the ingredients needed. Ask comprehension questions; for example,. Are there any onions In the tomato potato soup? (Yes, there are.) Are there any eggs in the stuffed peppers? (No, there aren't.) How many ingredients are there in the potato pancakes? (There are three ingredients.)

ingredients tor a recipeI

• Introduce the words recipe and ingredients. Point to the recipes and their ingredients and say These are recipes for

2

transcript on the video player on the ActiveTeach. The

Conversati,on model

teaching time:

UNIT 10, LESSON 1

Conversation Activator Video

Are there any apples in the fridge? Yes, there are. And do we have any oranges? I'm not sure: I'll check. ..• No there aren't. We need oranges.

• Be sure to reir.force the use of the conversation strategy; for example, make sure students pause after I'll check and mime looking in the fridge.

· To provide feedback on student conversations, move around the room and listen In. Encourage students to ask about all of the ingredients needed for the recipe. Make sure students use language from the Recycle box.

Conversation Activator Video Script; Conversation ,�\ ig! Activator Pair Work Cards

4

Change partners Suggested t.eachin9 time:

5 minutes

Your actual teach-in.9 time:

• When all pairs are finished with their conversations, ask

What recipe do you /ik�? What ingredients do you have? What ingredients do you need?

H31;Mi

Workbook or MyEnglishl:.ab

@) Speaking Activities: Unit 10, Activity 1

www.frenglish.ru

-1

1--------

•

1 ·!-1•

3

.Suggested teaching dme,

Vocabulary

Sugge.sted te�chlng timet

s

Yctur"actual

mln\jtes

teac.hing ume:

0vocabulary Flash Card Player • Tell students N o n c- ount nouns are things we can't count.

For example, we .can't count water. We can't say one water, two waters.

· Point out that a or an is not used with non-count nouns.

• First listening: Have students listen, look at the pictures, and study the words.

• Second listening: Have students listen, point, and repeat chorally.

FYI: Containers and quantities are presented on page 83.

Option: (+5 minutes) f9r additional practice, have students take turns covering the words and saying the name of a food or drink and pointing to the picture of it. Student A: Coffee. Student B: (points to coffee). language and culture

• Other words for soda are soft drrnk and (soda) pop.

2

Vocabulary practice Sugge.sted �3chlng tim.e,:

3--4 mln�ti,,

Yctur"actual

tE:ac.hing ume.:.

· Write the. following mode I on the board to guide students In their conversations·: A:I like_. Me too! _if my .favorite .food. C: Not me. I real� do,,'t like_.

/3:

• Call on three students to read the example In the book aloud to the dass.

To extend the activity, take a poll to see how many students like the drinks and foods on this page. Ask How many people like [toffee]? Keep track on the board of the number of yes responses. For example:

Option:

Grammar

(+5 minutes)

How """"Y p<'ople I, kc .... coH'ee?

q

tea?

10

J 111 ce

1'l

Call on various students to summarize the survey results; for example, Student A: Four people like coffee. Student B:

Ten people like tea.

S-10 mlnute.l

Yo·u r ac tuaJ teac hfng time.:

• Direct attention to the Grammar box and have students study the rules and examples. • Explain the difference between count and non-count nouns.

• Write on the board: cov,.,t ,,ov,,f: e99 1 apple, ba,,a,,a ,,o,,-cov"t ,,ou,,f: bviter1 milk, meat Say one egg, two eggs, three eggs. Then do the same with apple and banana. Then shake your head a.s you say Don't say one butter. two butters. • Write on the board: I wa,,t_. I like_. I 'leed_.

• Ask students to cori1plete the sentences with count nouns from Exercise 1 on page 80. Tell students to use an article, the plural form, or a number; for example, I want an

apple. I like banana1, I need two lemon1.

• Then ask students to complete the same sentences on the board with non-count n9uns from Exercise 1 on page 82. Tell students not to use articles, plural forms, or numbers; for example, I want butter. / like tea. I need bread. • Direct attention to the Be carefull box. Read the first rule and examples. Write on the board Parra if 9ood foryov. Circle is and say Non-count nouns use singular verbs. Ask Is milk good for you? Model the answer Milk is good for you. Ask the same question with other non-count nouns. Call on students to answer.

• Read the second rule and examples in the Be careful! box. Read aloud the sentences with non-count nouns. For each sentence, emphasize the form of the noun; for example, say I don't eat sugar. We don't say"/ don't eat a sugar" or "I don't eat sugars."

Option: (+5 minutes) To review count and norn-count nouns, do the following exercise with students, books closed.

Say or write vocijlbulary from this page and page 80 and ask students to say if each word is a count noun or a non-count noun.

language and culture • The word pepper is a count no1,Jn when it refers to the

vegetable; it is .a non-co.unt noun when it refers to the seasoning.

e

L

Inductive Grammar Charts

UNIT 10, LESSON 2

T82

www.frenglish.ru

4

Grammar practice Suggested l:eachin.9 lime;

3--4 m1nut'[email protected]

Your-actual teaching time;

· After students complete the chart, have them take turns talking about whatthey eat or drink.

Option: (+5 minuter) To· extend the activity, have students take turns asking about what their partners eat or dri n)<. Student A: bo·you eat rish? Student B: No, I don't. Do you drink soda? Student A: I love- soda! ()(@)Extra Grammar Exercises

5

Grammar Suggested l:eachin_g time;

Your-actual _teaching time;

• Have students·study the rule and examples.

• Direct attention to the Remember box. Read the rule and examples aloud.

• To check comprehension of How much vs.How many, write the following questions on the board: 1. flow mar,y _ are there? 2. Are there ar,y _ i,r, the frid9e? 3. floi,., mvch _i5tl,ere? t If there ar,y _ or, the 51,elf ? Then tell students to complete each question with an appropriate count or non-count noun.

e

Vocabulary

Suggested teachlng Hm@�

+.:S minutes-

Youractua.t tea:chin·g time:

• Point out that each item has an article (a).

• Point out that the stress is on the nouns; for example, a BOX of PAS ta, a LOAF of BREAD. · Point out that containers and quantities are count nouns. Write the plural forms of the ones In this activity on the board. For example: boxer, loa\lef1 boitler, car,51 ba95 Option: (+5 minutes) As an alternative, have students think about different foods and drinks they know and the types of containers they come in. Make a list on the board.

7

learning Strategies

�•:o�J

4-S m1nut:e,s

Your-actual teaching time;

• Review how to choos. e between much and many. Write on the board: 1. floi,., _ ba95 of rice do yov r,eed? 2. floi,,., _rice do yov r,eed? Ask Is rice a count noun? (No.) Do I write much or many? (Much.) Is bag a count noun? (Yes.) Do I write much or many? (Many.)

oe

Extra Grammar 'Exercises

UNIT 10, LESSON 2

Offer and ask for foodsI

Conversation model

Suggested teaching time:

4-5 minute,

Your actual teaching Lilne;

These conversation strategies are implicit in the model: • Decline an offer politely with No, thanks. • Use Please pass the ...to ask for something at the table. • Say Here you go as you offer something. • After students read and listen, a5k W hat.is· she drinking? (Coffee.) Does she want sugar? (No.) • Demonstrate Here you go by offering something. Language and culture • Would you like and Do yofl want have the same meaning, but Would you like is more formal.

2 \�

L

Rhythm and intonation

Suggested teac hlng time:

2-3 ,nin.utes

Ya:uractual tHc.hing time:

· Have students repeat each line chorally. Make sure they: � use rising intonation for Would you like coffee and falling intonation with or tea? <· use rising intonation for And would you fike sugar?

3

Conversation activator Suggest� teac hlng time:

5-7

,nin.ute.s

Ya:uractual tHc.hing time:

· Model the conversation with a more confident student. As you speak, mime the gestures for offering food. For example: T: Would you like ;uice or water? S: I'd like ;uice, please. Thanks. T: Here you go. ... And would you like duese? S: Yes, please. T: Here you go. S: Thanks. T: Please pass the meat, etc.

• Be·sure to reinforce the use of the conversation strategies when modeling the conversatiQn. 1.@b Conversation Activator Pair Work Cards

4

Change partners Sugge.st-ed teac hln9 time!

Grammar practice Suggested l:eachin_g time;

T83

1

Inductive Grammar Charts

6 \� · s

e

1:111'11j1ji1ij:j/1

s mfn-ute1

Your actual tl?aching time!

· Remind students to create new conversations.

iili:M1

e

Workbook or MyEnglishlab Speaking Activities: Unit 10, Activity 2

www.frenglish.ru

-1

1--------

• 1

1. l"e / p ractice E,,9lirh/everyday (We practice English every day.) 2.1 / ,,ever 9c out for d; ,,,,er (I never go out for dinner.) ).l"e / cook/ .all our mealr / at home/thir mo,.,th (We are cooking all our meals at home this month.) If. I/ ,.,eed /milk/ for my coffee (I need milk for my coffee.) 5. you/ l"atch /TV/ every eve,.,i,,9 (You watch TV every evening.) C,, I/ eat/o,.,ly / fruit a,.,d Ve9eta bier/ today (I'm eating only fruit and vegetables today.)

I

Grammar Su99est.ed . tea:c.hlng tim.e.;

Youracluitl Li:iac.h'ing time.._

o-10 minu i:es

• Have students study the first rule about the simple present tense and the examples. Show that we use have, want, need, and like with the simple present.tense (not with the present continuous). Write We are ,.,eedi,.,9 a box of p a5ta. Cross out a re ,.,eedi,.,9 and write ,.,eed. • Ask students to study the second rule about the simple present tense and the examples. • Point out that the simple present tense is used to talk about actions a person does as a habit (again and again); for example, She takes the bus every morning. He studies

3

• Ask students if they remember the four frequency adverbs they studied in Ui11it 7.

• Tell students to look at the photo and read the date book. Then read the example. Ask What is Suzanne doing right

Suggested teaching time;

English on Tuesdays.

• Ask students to study the rule about the present continuous and the examples. • Point out that the present continuous is used to talk about actions that are happening now. • Have students identify the time expressions in these sentences. (Now. I This year.) • Have students practice distinguishing between the siimple present tense and the present continuou .s. • Write on the board: rimple prere,.,tte,.,re 1.Yov rtvdy E, .,9lirl,. 2. They eafbreakfart.

prere,.,t co,.,tl,.,vovr ).You are rtvdyi, .,9 E,.,9lisl,. If. Tl,ey are eafi,,9 break.fart.

• Have students work in pairs to add frequency adverbs to sentences 1 and 2; for example,. always, usually. Have students add time expressions to sentences 3 and 4; for example, now, todar, this we.ek.

e 2

Inductive Grammar Charts

Suggested teaching ti me:·

S

minutes

Your actual Leaching time,

• Read through all the exercise items with the class. For each one, ask Is this happening now? Does this happen every day? Is the verb have. want, need, orlike?Then have students complete the e><ercises. • To review answers, ask students to say the completed sentences.

Option: (+TO minutes) For additional practice, write sentence

prompts on the board and have students complete the sentences. For example:

Youractuul teaching till)@:

students can write correct sentences.)

• Encourage students to write as many sentences as they can using the simple present tense and the present continuous. • To review, ask students to work in small groups and check each other's sentences. Then have �tudents submit their writing to you for correction. • Call on various students to read one or two sentences to the class. Make necessary corrections. Possible responses ... Present continueus Suzanne Is li"$teni1:1.gto music. She�s eating an app.le. She's ch.ecking h.er e-·mail. She's sittingin a chair. On Sunday she is cookingfor her mom and dad. Simple present tense Suzanne teaches on t,1ondays, Tuesdays, \•Jedne· sda.ys, and Thursdays. She works at home on Tuesda· ys and Thursdays. She itudie., Chlne·se on Friday,. She doe, the laundry and goes shopping on Saturdays.

4

Pair work ·suggested teaching time:

Grammar practice

5-7 m1nute.s

now? What does she do. every week? What is she doing this week? (Answers. may vary, but it Is Important to decide which activities are habitual and which ones are not, so

• Ask students for their answers and make necessary corrections. (Possible answers: 1 Always I usually I

sometimes I never. 2 Always I usually I sometimes I never. 3 Now I this [year]/[tomorroiN] morning. 4-Now I in the morning I on [Friday]).

Grammar practice

4-S mlnute.s

YouractuaJ teachln9 t1m·e:

• Encourage students to write yes I no and irnformation questions and to use both the simple present tense and the present continuous; for example, What· does Suzanne

do·on Mondays and Wednesdays at 10:00? Is Suzanne

eating at her deJk? Does Suzanne speak Chinese?

Option: (+5 minutes) As an alternative, play this game. Set a time limit of two minutes and have students write as many questions as they can. Then have stud,ents read their questions alo.ud to the class. Each grammatically correct question receives one point.

oe

Extra Grammar Exercises

UNIT 10, LESSON 3

T84.

www.frenglish.ru

5

(li,,l4u1

O

2

Pronunciation

Suggest� teaching timt:!:

3-5 -minutes

Your actual teac.hing lrme:

Pronunciation Coach Video

Suggested teaching time:

• Have students listen and focus on the vowel sound represented in each group.

• FYI: For the sounds /i/ and /e1./, the tongue is tens.ed. For the sounds /r/, hi, and /:ae/, the tongue is relaxed.Make sure students open their mouths wide for the sound /:ae/.

• Have students listen again and repeat chorally.

(+5 minutes) For a challenge, call out the following words in random order and have. students listen and identify which vowel category each word belongs to. For example: /i/ cheese, peas, meat /r/ chicken, fridge, milk fe1/ game, tomato, rain /El shelf, egg, bread /:ae/ class, practice, bank

Option:

6 Pair work Sugge.sted teaching tim_e:

6 mJnu'l:e.s.

Your actual �a'ch . in9 time:

Would yot1 like to join me?

• pause after Sure.

3

Conversation activator Suggested teachln9 time:

1

{tl4:lil Conversati,on model Suggested teaching lime·:

5

m1nute..s

Your-actua·1 teaching time.:

These conversation strategies are implicit in the model: • Say Nice to see you to greet someone you already know. • Use You too to repeat a greeting politely.

• After students read and listen, ask What Is Rita drinking? (Lemonade.)

• Tell students that Would yeu like to join me? means Would

you /Ike to {sit) with me?

T85

UNIT 10, LESSON 3

Yo'uraclu.11 tl?aching tfme:

_?

• To prepare students, have them think about different language they can use during the conversation. Have them Identify the drinks and foods they see in the photos at the bottom of the page. (Coffee, fruit.salad, soda, stuffed peppers.) For example:

What are you drinking? Soda. What are you eating? Fruit salad.

DOil STOP! Extend the conversati!>n, Tell-students to use language from the Recycle box in their conversations.

• Model the conversation with a more confident student. Be sure to ask additional questions using Would yot1 lik.e ... ?. For example:

T: Hi, {Paul). Nice to see you/

S: You too, {Ms. Williams]. Do yot1 come '1ere often?

T: Yes, I do. Would you like to join me?

S: 5ure. What are you eating'

T: Stuffed peppers.

• Have students work in pairs saying and writing words.

1,111'111,UH:l:i tnvite someone to join you at the tableI

1-10 minutes

• Write on the board Wovld you Ii ke Ask students what they could say to complete the question. Write.their ideas on the bo.ard and then practice the ,exchange; for example, A: Would you like {soda)? B: No, thanks.

• Model the activity. Tell a student to choose a word from the Pronunciation box and read it aloud as you write it on the board.

• After a few minutes, have students compare the words they wrote with the words in the Pronunciation box:. Ask the class Which words were difficult? Write those words on the board and practice them again.

Your actual teaching time:

.,. use falling intonation for What are you ·drinking?

I

Pronunciation Activities

Q-3 m1nu.te.s

· Have students repeat each line chorally. Make sure they: • use·rising intonation for Do you come here often? and

• Point to each column an.d clearly pronounce each vowel sound. Ask students to study the chart,

l9

Rhythm and intonation

S: Mmm. founds good.

T: Would you like some green bean salad?

e

S: No, thanks.

4

Conversation Activator Pair Work Cards

Change partners .Sugge.st'ed t.eac hin9 tim.e:

.5

minu.te.s-

Youractuil teachfn9 titne:

· Encourage students to talk about the different foods written on the board from your brainstorming sessi9n in Exercise 3.

• Make sure students switch roles so that each student has a chance to practice inviting someone to join him or her at the table.

iDi:tiH

e

Workbook or MyEnglishlab

Speaking Activities: Unit 10, Activity 3.

www.frenglish.ru

Listening comprehension 1

\�tiiidilll

Suggested teac..htng tim.e.:

5-10 minutes

Your actual teac.hrng time:

• Direct attention to the recipe·. • Introduce the following vocabulary by pointing to the items in the pictures. head of cabbage pan measuring cup black pepper egg noodles If necessary, make simple drawings on the board for 1/2 cup and pan. • Play the audio otthe coo Icing verbs and have students look at the numbered pictures. • Pre-reading: To practice the reading strategy of scanning, have students read quickly and underline all the cooking verbs in the recipe. (Cut, put, add, put, drain, melt, s.aute, cook, drain, mix, add.) • Then have students read the recipe silently. • Check comprehension. Ask the fol lowing questions: After you cut the cabbage, what do you do? (put in a large bowl and add salt.) Where do you put the cabbage overnight? (In the refrigerator.) What do you saute the cabbage with? (Butter.) What do you mix with the noodles? (The cabbage.) Whatis the lastingredient you add? (Black pepper.)

Option: {+IOmlnutes) To extend the activity, have students listen to the audio as they read. Pause after each step and have students repeat, Imitating the Intonation and pronunciation.

Option: {+5 minutes) For additional practice, have students work in pairs. As one student reads steps 1-7, the other student acts out the Instructions with Imaginary kitchen tools.

e

2

learning Strategies

Reading comprehension Suggested teac.htng hme:

3-> minutes

Your actual teac.h1ng time:

• Ask students to scan the text again to find the answer to each question. • Review answers by asking the questions and having students say the answer. • Have students read the text one more time to confirm the correct answers.

oe

Suggested I te,1chlng time:

Reading

Extra Reading Comprehension Exercises

S minutes

VouractUal leac:htng tim��

• Pre-teach the following vocabulary by askin,1 students to point to the items in the pictures and read the captions: cloves of garlic, olive oil, tablespoon. Point to the pictures of pot and bowl and say these words.

• To prepare for the listening activity, give students several

minutes to look. at the Illustrations. Ask them to· guess what is happening in each picture. (Cut the garlic, put the pasta in a bowl, saute I cook the garlic, cook the pasta, drain the pasta.)

• Play the audio once and have students mark their responses. Have students listen a second time to confirm their answers. · Ask students which of the two recipes on this page they want to try. Ask why. AUDIOSCRIPT F: Good morning. This is A lexis Allen with today's radio recipe. Do you have your pencils ready? OK, let's begin. Today's recipe is for pasta wilhgarli:; and olive oil These are the ingredients: 4 cloves of garli:;, 6 tablespoons of olive oil, and 1 box of pasta. Here are the steps: 1 Cook the pasta in a large pot of waler. 2 Drain the pasta into the sink. 3 Cut thegarlis into small slices. 4 Cook the garlic in oil, s Put the pasta and the garlic in a bowl. Add salt and pepper ff you like. Enjoyl Tomorrow I'll have another deli cious recipe for you. This is Alexis Allen with your radio recipe forioday.

4

Speaking practice -Sugges-Led teac.hjn.9 Ume:

�-S

rn inutes

Youra�tual teac_h ing time.:

• Brainstorm with students all the words for foods and drinks they have learned from this unit. Write the words on the board. For example: fifti pepper coffee apple . lemo,.. ba, .al).a potato jvice meat milk bea,..f rod a bread oil , tea bvtl'er o ..io,.. d,eefe ora,..9e i,vater chi eke,.. pasta e99 peaf • Write the meals of the day on the board. Ask students

What do you like. to eat for breakfast? For lunch? For dinner?

H ave students answer the question In pairs. • Ask students to tell the class about one food their partner likes.

Option:

GRAMMAR BOOSTER

GQ

(+10 minutes)

Top Notch Pop Song Video and Karaoke Video

UNIT fO, EXTENSION

T86

--------------------------il;}l'Hl'i'J--www.frenglish.ru

�Digital Games

Before the first activity, give students a few minutes of silent time to explore the 1Pictures and become familiar with them.

Memory game Suggested .teac.h1ng t1me;

5

minutes

You-ractual teac.Jung time:

• Set a two-minute time limit for students to write what they remember. Encourage them to describe the containers; for example, boxes of pasta, a bottle of juice. • Have students compare their lists in pairs or small groups. Then have them open their books to check their lists and add words they forgot.

Pouible responsef ...

(a bottle of) olive oil, la bottle of) apple juice, (cans of) soda, (cans of} tomataes, {cans of) coffee,, (a bag of) onions, potatoes, tomat<>es, (a bag ·of} ap pies, (a loaf of) bread, (boxes oO pasta, (a box of) rice, {a box ot) milk, eggs, butter, cheese, chicken, meat, salt and pepper

Option: (+5 minutes) For more practice, tell students to write sentences about the picture with There is and there are . .. and to indicate the location of the items; for example, There is a bag of apples on the counter. Description 5

mJnu�-l

Your actual teac._hlng time:

• Remind students to use the present continuous to describe what the people are doing now and'the simple present to give information about habitual actions. Possible responses . .. In the pictures, on Monday Michael is doing the laundry. SylviA Is putting food . in the refrigerator. On Tuesday, Michael is reading a rtcipe and making 1oup, SyMa i1 taking out the garbage. On Friday, Sylvia and Michael are eating dinner. Sylvia is saying 'Nould you Jike pee.s? �,tichael h saying Yes. please Michael does the laundry once a week. He does the laundry on Mondays. Sylvia cooks dinner and goes shopping on Mondays, Wednesdays, and Fridays. PA ichael goes shopping a.nd co·oks dinner on Tuesday,, Thursdays, and Saturdays. Sylvia take, out the garbage on Tuesdays ., Thur1day1., and Saturda)'s. Michael and Sylvia don't hav-e- c-hores on Sundays.

Pair work 1 Suggested teac.htng time.;

7-10

mJnute.s

Your actual

le.aching time.i

• Write the question words on the board: flo',w mar,y flo',w mvcl, _?

_?

• Say a few items from the pictures and have students tell you which question they can ask about that item; for example, T: cans of soda S: How many cans ofsoda are there? T: olive oil S: How much olive oil is the.re? • In pairs, have students take turns asking and answering questions about the items in the pictures. Then have them switch roles.

T87

UNIT 10, REVIEW

Y.a ur actual tl?aching time!

Suggested

teac hln9 lime!

• Encourage students to include follow-up questions.

Possible responses • •.

• Give students one minute to study the pictures.

Suggested teaching time.;

Pair work 2

Monday Sylvia: What are you doing, Michael' Michael: I'm doing lhe laundry. Are you, makin·g d innfr to night? Sylvia: Ye . s,, I am. Michael: Whal are you making' Sylvia: Meat and polaloes. Michael: That sound'i- good. Tue1day

Sylvia: \Vhat are you making? Michael: Tomato potato soup. Sylvia:

Mmm. That sounds delicious. I love soup. What al'e the ingredients? Friday Sylvia: Would you like pea,> Michael: Please. I love peas. Sylvia: Here you go. Michael: Thanks. And please pass tbe salt Sylvia: Here you go. Would you like tomatoes?

Writing Sugge.st-ed teac hln9 time!

Your actual tl?aching time!

7-[0 mfn-ute1

• Remind students to use the simple present tense·for habitual actions such as things you do on a typical day. • Complete the example with students; for example, write

e

For breakfast, I eat e995 ar,d bread a,,d drir,k coffee. Writing Process Worksheets

Option: Oral Progress Assessment Use the illustration on page 87. Encour.age the .student touse the langu.a ge practiced in previous units. . sk the Description: A · student to describe different thing . s the two people in the pictures are doing or do every wee · k, according to their list otchores; for example,

Michael rs doing.the laundry,

Evaluate students on int.eJligibility, fluen�y; correc:t .use of target gramm.ar, and appr.opriate use of vocabulary.

e

Oral Progress Assessment Charts

Option:

WRITING BOOSTER

(Structured support for preparing writing)

itiU:ti

On the Internet: • Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: • Assessment • Top Natch Pap Song Activities • Tap Natch TV Video Program and Activity Worksheets · Supplementary Pronunciation lessons • Conversation Activator Video Scripts · Audioscripts and Answer keys · Unit Study G ·uides

www.frenglish.ru

Past Events

• 1 ·� ·

t4, o Vocabulary

Sugge.sted tE?.i'c.hing tfme: .

S-7

mlnutes

• Walk around and notice which numbers are difficult for students. Do a quic.k review of the activity by having students say the numbers aloud as a class. 2008 two thousand eight, 191.4 nineteen fourteen, 1910 nineteen ten, 1809 eighteen oh nine, 1955 nineteen fifty-live; 1800 eighteen hundred, 1998 nineteen ninety-eight, 1814 eighteer.i fourteen, 1615 sixteen fifteen, 2·016 twenty sixteen, 1922 nineteen .twenty-two, 2012 twenty twelve.

Your.actual teaching tinie;

FYI: Present the vocabulary in two parts: the time expressions (items 1-4) and the years, decades, and centuries (in the blue box).

Choose five years that are not printed in the book. Say each year two times and have students write the numbers. Choose students to write on the board.

• Have students listen to the time expressions and study them on the page. Then have them listen again and repeat chorally.

4

Option:

Grammar

.Su99.ested tea
• To check comprehension, ask Wl1at day is today? Write on the boardye5ferdoy /the day befo re yeiferdo y, Point to each word or phrase and say Tell me the day. Then ask

What month Is it nowJ Write on the board Ioli' mo "th / ti,,,o morifhr 090. Point to each phrase and say Tell me the month.

• Have students listen to the pronunciation of the. years, decades, and centuries in the blue box. Then have them listen again and repeat chorally. • To check comprehension, ask What year is It now?Write

I

on the board l"stye"r hvoye"rfo90. Point to each

phrase and say Tell me the year. Then ask What century·is it now? Write on the board I art ce"fury. Point to the phrase and say Tell me the century.

2

·�4'21

2o mmut!?i

I

• Have students first read the years silently and then listen and circle the year they hear. \ • In English, the convention is to.say yea,s -as two-twodigit numbers; for ex.ample, 1955 is nineteen. fifty-five; 1809 is eighte-en oh nine;· an·d 2010 is twenty ten. But there are exceptions such as 2001 two. thousand one; 2008 two thousand eight; and 1800 eighteen hundred. • 5peake·rs0of British English may say Tuesday last instead. of

L....

last Tuesday,

3M: nineteen sixty-seven 4 F: lwen!yiwenty-one

AUDIOSCRIPT

1 M: nine!eenihirly 2 F: twenty sixteen

3

Pair work

Sugge.sted te;,ching time�

S-$ mJn te.s

Your"actual teac hlng thne,:

• To model this activity, say a year and have a more confident student circle it.

I_;,.. cloff ri9ht "ot,v. [Da "o ] _,.,cti" claff """'· They _very tired toda y. Ask students to complete the sentences with is, am, or are. (Am, is, are.)

• Have students study the example sentences with was and were in the Statements section of the box. As� students to underline the time expressions in the examples that signal the past. (Yesterday, la.st night, last weekend.) • Direct attention to the contractions in the small box. • Write the following on the board:

foc c er 9a meti,.,o dayr 090.

Z. He_("ot) <>trc hoolyerterdoy. ;. We_otthe po rk lartSu,.,doy.

·Your actual teaching time:

la·nguag.e and cult.ure

Youractual I tea�'3in9 ti1ne:'

8-10 minutes

• Review the simple present of be. Write on the board:

1. I_ at"

Listening comprehension

Suggested t�ac--hing fime-;

(+5 minutes}

q_ They_(,.,ot) otthe pa rty loft"i9J.t. To check comprehension, ask students to fill in the blanks with was or were. Encourage students to use

contractions in 2 and 4 (and cross out not where

contractions are used). (Was, wasn't, were, weren't)

• Have students study the examples in the Questions part of the box. • Write the following on the board: Yer/"" quettio,.,f: [Wa r t,vere] wliject I"formotion :'lVeftio,.,f: Quertio,.. t,vord [t,vaf / i,,ere] + rubject Quertio'lf i,,,[th Who o f the wbject: Who [t,vof /

I

t,v.ere]

+

+

+

• Have students repeat the questions in the box chorally. • Ask various students questions wiih be in the past tense. Encourage students to use short answers and to offer follow-up Information. For example: Were you in doss yesterday? (No, I wasn't. I was at work.) Where were you last Friday night? (I was at a restaurant.) Who was not here Monday! (Paul and Lisa weren't here.)

e

Inductive Grammar Charts

UNIT 11, LESSON 1

T88

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5

l:lll'lllilllij:j/lTell someone about

Grammar practice Suggested �ilchlng tlme.;

l-S mJnu�-l

You-ractual teac._hlng Ume:

1

• Review ordinal numbers 1st-30th with the class. Say each number and have students repeat chorally. Then have the class count out 1st to 30 . th, with each student in turn calling out one number. · Direct attention to April 20 on the calendar on page 89 o r use a current calendar for this exercise. • Model the question and answer with a student. Point out that the answer is a complete sentence with the past form of be. Possible responses ... ------------­ (These an1\vers are based on the . calendar on page �9.) l Yestuday was April 19th. 2 April 14th was ,1, day, ago. 3 March 20th was one month ago. 4 The day before ye,terday was April !Sth. 5 The date, of last Sat•urday and Sunday were P.prll 13th and 14th. 6Two monthi ago ii wai February 20th

L

Language and culture

• Ordinal numbers are always used.to say dates; for example, April twentieth. It is common to use ordinal numbers in Informal writing: April 20th. Hoy;eve:r, in formal writing, cardinal numbers .are ofteri used: Apri I 20.

oe

6 -�

Extra Grammar Exercises

Listening comprehension 5--7 mlnute..s

Your actual teolch(n_g tirne.i

· Make sure students understand that for each conversation they need to pay attention to which day or month to start with and then listen for the time information so that they can figure out the correct answer.

o):i'4:23l Conversation model Suggested teaching time:

3-5

minute,

Your actual teaching Lilne;

This conversation strategy is implicit in the model: • Ask Why? to ask for a clearer explanation. · Aftentudents listen. check comprehension. Ask When was the party? (last night.) Where was the party? (At Celia's house.) Were both women at the party? (No.)

2 •, �

Rhythm and intonation

Suggested teac hlng Um@:

l ,nin.ute.s

Yo-ur actuai te,;ic.hin_g time:

• Have students repeat each line chorally. Make sure they: •· use falling intonation for Where were you last night?, What time?, and Why? ,, use rising intonation for There was?

3 Conversation activator 7-8 ,nin.utes

Suggested teac hlng Um@:

Yo-ur actuai tHc.hin_g time:

• Have students look at the pictures and say the words for events to use in their conversations; for e·xample, a movie;

a game, a concert.

use in the conversation and write students' ideas on the board. For example:

lartl"eek yerterday lart5v,..day

AUDIOSCRIPT

CONVERSATION 1

S: T: S: T: S: T:

F: How was lhe party last

nigh!? M: It was nice. F: Were there a bt of people? M: Y&?., there were.

CONVERSATION 2

M: When was your birthday? F: It was la.st monlh. M: Rlxllly? Mine was too! What day was yours? F: The first. Whal about yours? M: The 15th. Leaming Strategies

UNIT 11, LESSON 1

CONVERSATION 3

F: So when was your game? M: The day before yesterday. F: How was it 7 M: Great! There W9f9 a bt of people there. F: Thal "s terrificl Sorry I wasn't there too.

dayr 090 tl,e day before yerterday

ti-fa

· Model the conversation with a more confident student. For example:

• To prepare, have students listen and write down the tin\e information for each conversation. Then have them read the sentences and answer choices.

T89

event!

• Brainstorm different past time expressions students can

Suggested teac.htng time;

IJ!i

an

Where we.re yov two days ago? What time? At about 3:00. I was at home. Why? Because there was a great game at school. There was? Too bad I wasn't there!

· Be sure to reinforce the use of the conversation strategy; for example, make sure students say Why?with interest.

e 4

Conversation Activator Pair Work Cards

Change partners Sugg,ested iuthlng time:

4-5 m1n·uter

Yo:uractual te:i',hin9 time:

· To review, invite a few pairs to .act out their conversation for the clas-s. As a follow-up, ask Where was [George] [the

day before yesterday)? Where I When was the [party]?

•£0:Ui

e

Workbook or MyEnglishl.ab Speaking Activities: Unit 11, Activity 1

www.frenglish.ru

-1

1--------

• 1

Grammar Suggested teac . hing tfme. . :·

Your actual Leach-ing time.-

7-10 minute-s

• Direct attention to the simple past tense statements in the affirmative and have students study the rule and exampl.es in �he left column. • To practice forming the simple past tense, write regular verbs on ihe board: rai", S'low, exercise , rtvd y, liste", cleat), Wash, brvsh, check, watch, call, talk, Work. Ask students to form the simple pa5t tense. (For all ·add -ed; but: add -d only to exercise only: exercised; change the -y of study to I and add -ed: studied.)

FYI: Students often pronounce the simple past tense -ed ending as /id/ for every verb. Some students drop the -ed ending altogether, especially if words in their native language do not normally end with consonant sound�.

Option: (+5 minutes) Draw the following graphic organizer on the board (without the answers) or print out the graphic organizer . Call olit verbs that are regular in the simple past tense and have students write the verbs in the appropriate column:

• Point out that we u.se the past tense of irregular verbs in affirmative statements, but to form the negative, we add did+ not and use the base form of the verb; for example, He didn't go to school yesterday. We didn't watch the movie last night. They didn't clean the house 011 Saturday. • Direct attention to the information about.irregular verbs. Tell students that there is no rule for forming the past tense of irregular verbs, so they will need to memorize them. • Have students listen and study the examples of irre·gular verbs. • To practice irregular forms, have students close their books. Ask them to listen again and write the simple past tens-e form for each verb. I-lave students open their books and check their spelling. Ask students to rewrite any verbs they misspelled.

e) Inductive Grammar Charts 2

··�··

/)rd/"

clear,ed lirte"ed played exercired boiled

worked to lked checked

rtorted

shoved

• Point out that there is only one simple past form for all subjects . Read the affirmative examples to reinforce this point: I liked, you liked, he/ she 1/ked, we 1/ked, they liked. • Direct attention to the simple past tense stateme.nts in the negative and have students study the examples.

. ·�

brvsJ..ed

watd,ed

cooked

1r,Vited "'""ted

e"ded r,eeded

Option: (+5 minutes) In pairs, students take turns saying a base form and responding with the simple past tense form; for example, Student A: W.orl<. Student B: Worked.

i8 3

Graphic Organizers; Pronunciation Activities

Grammar practice Suggested . teaching time:

8-tO minutes

Y.ouractu.il teaLJl1ng trn1e;

• To prepare students for this activity, say This is an e-mail

from Brian.

• To review answers, read the completed e-mail aloud to the class so students get an opportunity to hear the correct pronunciation of simple past tense endings of regular verbs.

oe

Extra Grammar Exercises

Pronunciation Suggested teachmg time:

minu. 3-Ste.,;

I 1�ac.hing time:

Your actual

(!) Pronunciation Coach l(ideo • Point out that there are three differ-ent so.unds for simple past tense endings. The three pronunciation.s of the -ed ending are /d/, /t/, and /Id/. The -ed ending Is pronou.nced a.s an extra syllable /Id/ only after the sounds /t/ and /di; for example, started, enfi.ed. It is pronounced as /t/ after the voiceless sounds /p/, /k/, /f/, /sf, ff/, and /tf/: for example, sto{ll2.ed, talked, Jaugfied, missed, washed, watched. It is pronounced as /d/ after all vowels and voiced consonants other than /d/; for example, loved,

called, stayed. • Have students listen and study the examples. Then have students listen and repeat chorally. Encourage them to produce each ending clearly.

UNIT 11, LESSON 2

T90

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4

Grammar Suggested �ilchlng tlme.;

8-10 mJnu�-l

You-ractual teac._hlng Ume:

• Direct attention to they.es/ no questions and short answers and have students study the examples. Write the structure of a yes/ no question on the board:

Did+ 5vbject + bare form of V- erb

· Have students repeat the yes I no question for each pronoun chorally.

• Ask various students yes I no questions. Encourage students to use short answers. For example: Did you watch TV last night? (Yes, I did. I No, I didn't.) Did you see a movie? (Yes, I did. I No, I didn't.)

· Direct attention to the information questions in the bottom of the box. Write the structure of an information question on the board:

Where+ did + 5vbject + ba5e form of Verb

• Say the example for Where aloud: Where did you go last wee.kend? Then erase Where and go and write What time and go. Say the example for What aloud: What time did they go out to dinner? Continue with the other question words. Point to the elements of the questions to emphasize their similar structures.

• Have students repeat the information questions ch erally.

· Ask various students information questions; for example,

What did you make for dinner last night? When did you check your e-mail yes·terday?

• Direct attention to·the question with Who. Have two students read the question and answer to the class.

• Direct attention to the Be careful! box and say When Who is about an objec.t, use Who did +subject+ verb. When Who is about a subject, use Who +verb+ object.

FYI: At this level, keep explanations about the subject and

object of the sentence very simple.

(+5 minutes) For a challenge, have pairs of students take turns saying sentences in the simple past tense· and changing them into past tense questions. A: I went shopping on Saturday. B: What did you do on Saturday? B: Sara went to France last year. A: When did Sara go to France?

·option:

e 5

Inductive Grammar Charts

5-6

minutes

• Review answers by having a pair of students read each conversation aloud.

l,lll'll

Extra Grammar Exercises

I

1

(1110;ji1De scr ibe y -our past activitie s

1 {�.�

Conversation model

Suggested teacl1in_g lime;

T91

UNIT 11, LESSON 2

-l-5 minutes

2

,;�4!28] Rhythm and intonation Y0:urc1ctual lea'ching tlmei

Suggested i:uching time:

• Have students repeat e·ach line chorally. Make sure they: .,, use falling intonation for So what did you do yesterday? and What . about.after work? � use rising intonation for Did you do anything special?

3

Conversation activator Sugge , sted i:uching time:

Yo:uractual lea'ching tlme.t

Extend the conversation. Have students read the text in the Don't stopl box and the Ideas box. Then have students brainstorm more questions they can ask and write them on the board. Prompt them to ask both yes/ no questions and information questions.

0011STOP!

· Model the conversation with a more confident student Play Role A so you can model asking a variety of questions. For example, A: So what did you do yesterday?

B: Well, I got up .at 5:30. I exercised. I tool< .a shower. Then

I drove to work. A: What about in the evening? Did you do anything

special?

B: Well, I went out to dinner with my friends. A: Where did you go? B: The World Cafe.

• Be sure to reinforce the use of the conversation strategies.

· Be sure students pronounce the simple past tense correctly as th.ey describe past activities.

e

Conversation Activator Pair Work Cards

Suggested teachln·g fi"!'!e;

Your actual teac.htn_g time·:c

• Point out that items 14, 15, 16, and 17 use do as a verb.

oe

• After students. read and listen, point to the sp.eaker on the right and ask What did he do yesterday? (He got up at seven. He made breakfast. He went to work. After work, he made dinner. He watched a movie.)

4 Change partners

Grammar practice Suggested te.ach1n9 time·:

These conversation strate·gies are implicit in the model: • Use What about ... ? to ask for more information. • Use a double question to clarity. • Use ju.st to minimize the importance of an action.

Your actual leachmg t,me.:

�-S m1nute ·1

Ya:urc1ctual te&<.hing time:

· Have students move around the room and practice the conversation until they find a classmate who did one of the same activities they did.

iili;tNI

e

Workbook or MyEnglishl.ab

Speaking Activities: Unit 11, Activity 2

www.frenglish.ru

-1

1-------------

• 1 ·!-1 :

• Before students listen, say For each conversation think

about these two questions: Who is speaking? Are they talking about the past or the present?

:2 Vocabulary

Sugge.sted teo1chlng timet

5-6 mln\jtes

Yctur"actual teac.hing ume:

0vocabulary Flash Card Player • First listening: Have students listen, look at the pictures, and study the verb phrases. • Second listening: Have students listen and repeat chorally. Make sure they stress. the key words in each phrase; for example, 1 go to the BEACH 2 go RUNning 3 go BIKE RI Ding 4 go for a WALK 5 go SWIMming 6 go for a DRIVE.

Option:

2

·;:>, 1a:1 •R• ti<• ·:0:ER

(+5-7 minutes)

Pair work Su , ggested teo1ching timet

S-6 mln\jtes

Yourac . lual teac.hing ume:

• Point out that this conversation is about activities you do frequently. It uses the sim pie present tense.

• Model the activity with a more confident student. Have the student ask you the e>:
T: I go about three times a year. How about you? S: I go eyery weekend.

• As students practice their conversations in pairs, move around the room and make sure they are using lhe simple present tense to talk about their habits.

3 S,uggested teo1ching time;

6-10 mln\Jtes

Youra.clual teac.hing ltme.:.

• Have students look at all the pictures and identify the activities in each one; for example, la go for a drive; b go for a walk; 2a go.swimming; b go running; 3a gpfor.a walk; b go bike riding; 4a go swimming; b go bike riding.

• Have students listen once to check the correct picture ·and a second time to confirm their answers.

• To review answers, have students say the completed statements aloud; for example, Rosalie went for a walk.

AUDIOSCRIPT CONVERSATION 1 M: Where's Rosalie? F: I'm not sure. She said she wanted togo for a drive. M: Well, she didn't. Her car's still h0!13. F: Well, maybe she went for a walk. The weather's greet. And she loves to walk. M: Oh, you' re r\;j'hl I see her on the stl03t in front of the house.

CONVERSATION 2 F: Want togo to the beach? M: Sure. But I cbn't want tog, swimming. I want to relax. I went running this morning. F: That's fine, You can just sit and read � you want. Bui I'm going swimming. M: Sounds lille a plan to me. Whal time? F: How's noon? M: Greet. CONVERSATION 3 M: I'd like-lo go bike octing. What about you? F: Hmm. I went bike riding yeslen::lay. What about a run? M: Actually, I went running this morning. F: So what would you like to do? M: Let's just go for a v,,alk. That's always nic . e.

CONVERSATION 4 F: I'd really like lo go swimming. Want lo come along with me? M: I'd like to but I'm working this afternoon. F: But today's Saturday. I though! you only worked from Monday to Friday. M: I usually do. Bui this week I don't work on TueGday or Wednesday. F: Howcome? M: I went bike riding wfth mycousin. So I'm woli'king today to make up the time.

UNIT 11, LESSON 3

T92

www.frenglish.ru

l1 rn1111jil$UITalk 1 ,�

about your weekend I

Conversati,on model

Suggested teaching timt;?:

S-6 minutes

Y.'ouradual teaching time:

These conversation strategies are implicit in the model: • Say let me think to gain time to answer.

' Say Oh yeah to indicate you just remembered something.

• After students read and listen, check comprehension by asking What did she do on Saturdoy? (She went bike riding and to a movie.) What did she do on Sunday? (She went for a drive,) What. did he do ,on S.aturday? (He went for a walk.) What did he do on Sunday? (He went to the beach.)

2

-�,31'! Rhythm and intonation

·s

Suggested t:eac:hrn_g time:

mJnu·te..s

Your actual leae-h1119 time1

· Have students repeat each line chorally. Make sure they: ·• use rising intonation for Did you have a good weekend? • use falling intonation for What di.d you do? and What

about you?

· rel="nofollow"> stress great in I had a great weekend.

3

Notepadding Suggested .teac.h1ng time<

1-10 minutes-

You-ractual leac.Jung time:

• Model this notepadding· activity for students. Talk about what you did on the weekend and then write notes on the board. For example, say

Last Saturday morning I went to· a Soffer game. Then my husband and l went for a walk. My family went to a concert in the evening. On 5undar, I made breakfast I went bike riding. I deaned the hquse. In the evening my children and I studied.

As you say each sentence above, write the corresponding note for it on the board: O" Satvrday: we,.,t to a roccer 9am e we,.,tfor o walk

we,.,t to a co,.,cert o" Svriday: made breaktart We11t bike ridi"9 clea'led the hov5e rtvdied

4

Conversation actiivator

e

Suggested teachin9 time:·

7-1 O minutes

Your actual teaching time�·

Conversation Activator Video

• Note: You can print the script or you can show a running transcript on the video player on the ActiveTeach. The script also appears on page 183 of this Teacher's Edition.

T93

UNIT 11, LESSON 3

OOl'TSTDP! Extend the conversation. Brainstorm questions using other past-time expressions and questions about other past activities. Write students' questions on the board. For example: What did yo,v do 1a 5tTve5day eve"i119? Whatdidyo V · do yerterday? Whatdid yo v do the day beforeyefterday? Where di d yov 90? . Whe" did yov come home? Who l'le11t lrlith you?

• For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1, the actors use different words in the gaps from the ones in the Conversation Model. In Scene 2, the actors extend the conversation. After each scene, ask students how the model has been changed by the actors. • Model the conversation with a more confident student. Be sure to ask q.uestions about other times and activities in the past. Ask follow-up questions to keep the conversation going. For example:

T: Did you have o good weekend? S: Let me think ... Oh yeah. I had a nice weekend. T: What did you do? S: Well, on Saturday I went shopping with my friends. Then I studied English. On Sunday, I went for a walk with my p·arents. What about you? T: Well, on Saturday the weather was awful, so / .cleaned the house. I didn't go out all day. On 5undar, the weather was goocl, so I went to the beach. I went sw1mm111g. It was nice. What did you do last night? S: Well, I did my homework. T: Did you have a Jot of homework? S: Not really.

• Be sure to reinforce the use of the simple past tense and the conversation strategies. For example, make sure students pause and think when they say Let me think.

· Listen in as students work in pairs.Encourage students to ask each other a variety of questions in the simple past tense. • Have students practice using the questions in the Recycle box.

� Conversation Activator Video Script; Conversation � Activator P.air Work Cards; learning Strategies

5 Change partners Sugge.sted teac h1ng time:

5-7

,..inute1

Your <Jctua.l teaching tiine::

• To review, have students write three sentences about their partner's activities and report to the class.

itO:tkt

Workbook or MyEnglishlab

Ja\ Speaking Activities: Unit 11, Activity 3; "Find Someone

� Who ..." Activity

---11;11!���uu1,----------------------www.frenglish.ru

2

Suggested te.Jch.1ng tJme:

Reading Sugge.sted te�chlng timet

8-10

Yctur.actual

mJn tes

teac.hing ume:

· Pre-reading: T o practice scanning, ask students to read the text quickly and underline what each person did last weekend. (Gaby: c;!rove to Puerto Vallarta, ate at a fish restaurant, got up early, went to the beach; Kwan-lin: went to New York, ate In a hotel, watched a concert on TV, went to Central Park, saw a play and ate in the park; Paul: went for a walk in the Old City, went out to eat, went dancing, stayed out late, went to the movies and the mall.) • Check comprehension. Ask the following questions: Where··did Gaby go last weekend? (She went to Puerto Vallarta. I She went to the beach.) Who did she go wit/J? (She went with her husband.) Where did Kw.an-Jin go last weekend? (He went to New York.) Why? (Because he wanted to go to an American restaurant and an outdoor concert.) Was the weather good? (No, it wasn't.) What did Paul do on Friday night? (He went out to eat at a restaurant.) Did he stay out late on Saturday night? (Yes, he did.) (+10-15 minutes) To turn this reading Into a listening

activity, draw the following graphic organizer on the board

(without the answers) or print it out. Then have students

listen to the audio twice. First listening: With books closed, students li'sten and put an "'X" in the correct column. Second listening: Students listen and confirm their answers aurally. Then students read the text to confirm their ·answers. FYI: The actors who read these monologues are from the countries indicated: Gaby (Mexico), Kwan-Jin (Korea), and Paul (Canada). Activity

Gaby

Kwan·)in

saw friends

x x

stayed inside watched TV went dancing went for a walk went out to eat in a restaurant

x

went to a beach

x

x

went to bed late went to New York

e

got up early

x

x

Paul

x x x x

6-8

mlnu�e-s

Youractual• teaching time:

• Give students 2-3 minutes to write their questions. Remind students that they can write past tense questions with be as well as with other verbs. • As students are writing questions, move around the room to check their work. Correct any errors. • Have students work in pairs to ask their questions and answer their partner's questions.

Possible responses • •• ------------­ Gaby, Where did Gab,y go? (To the beach.) Did she eat chicken' (No, ,,he didn'l. She ale fish.) Did ,he hav·e a good time' iY,s, ,he did.) Wa, the weather good' (Yes, ii was.) Kwan·Jin: Was th·e weather good? {No, it \Va1n't. It rained and it was cold.) What did Kwan·Jin do' (He wat.ched TV.) Did he go to a concert' (No, he didn't.) Why did he go to New York'. (Because he wanted to go to an American restaurani and an outdoor concert.) Paul. Did Paul cook' (No, he. didn't. He wenI to a re,tauranl.) Who visited him' (His friend,.) When did he go dancing' (S· aturday night.) Where did he go for a-walk? (In the Old City.J

• Then have students read the web site silently.

Option:

Reading comprehension

0(8 3

Extra Reading Comprehension Exer:cises

Speaking I grammar practice Suggeste.d teac.bin_g timer

'6-8

minutes

!our a.ctual teaching Um�

• Have students read the Ideas box. Then brllinstorm

additional questions they can ask and answer. Write their ideas on the board. For example: Did yov [90 bike ridi,. .9]?

WJ,e,.. did ou 90 [to tJ,e moVierJ? WJ,ere di Jy<>v 90 Uor a 1-talk]? WJ,o 1-'erit lfor a drive] �itl, y ov ?

Warthe [1-<eotl,er] 9ood ? • Move around the room a·s students are speaking. Make sure they are fo:rmlng correct questions in the simple past tense.

Option: GRAMMAR BOOSTER (+10 minutes)

{i)Q

Top

Notch Pop Song Video and Karaoke Video

x

Graphic Organizers; Learning Strategies

UNIT H, EXTENSION

T94.

--------------------------il;}l'Hl'i'J--www.frenglish.ru

�Digital Games

Before the first activitY, give students a few minutes of silent time to explore the iPictures and become familiar with them. Verb game Suggested teaching tim':!:

4-S minutes

touraclual I teaching time:

• Form teams. Give students one minute to study the pictures. • With books closed, have· the teams write as many verb phrases (in base form) for the pictures a5 they can remember. • Review the lists with the· class. Have each team say a word from their list as you write it on the board. It students disagree about a verb, the class can open the book .and

• Encourage students to ask follow-up questions; for example, Was the weather nice? Where did you go for

dinner? What did you eat? Possible responses . ..

Kare.a: So what
Writing

check the pictures.

Suggested

teac hln9 time!

Possible responses ...

[Kare• Yesterday] watch TV, go shopping, cook dinner [Doo Yesterday] do the laundry, clean the wartment, go for a walk [Doo Last Weekend] go swimming, go ,hopping, eat lunch I go out for lunch [K.-ren Last Weekend] g.o out for dinner,. .go to a concert, get up late

Option: � 5 minutes) Have students give the simple past

tense form of the verbs on the board. (watched TV, went shopping, cooked dinner, did the laundry, cleaned the apartment, went for a walk, went swimming, went shopping, ate lunch f went out for lunch, went out for dinner, went to a concert, got up late.)

Suggested teaching tim':!:

7-9 minutes

'louradual teaching time:

• Tell students to choose one person (Don or Karen) and t.ell that person's story for yesterday or last weekend. • Divide the class Into pairs. Give students a few minutes to take some notes before they tell their stories. If students need more writing practice, have them write their story instead of telling it and then share their story with a partner. (+10-15 minutes)

Possible responses ... Karen watched TV yesterday. She al, o went ,hopping. Then ,he

made dinner.On Saturday, Karen went out for dinner with a friend. Then th ere was a con cert in lhe re.stauranl. There \Vere two musicians and a singer. On Sunday, she slept late.

Don did chore, yesterday. He-did the laundry and cleaned the. house. In the afternoon, he went for a walk with hi, friend, [Su•J. On Saturday, Don went 1\vim ming in the morning. In the afternoon, he went ,hopping [with Sue] and bought new ,hirt,.On Sunday, he went to a restaurant with [Sue].

Pair work Suggested teac.htng time.;

7-10 mJnute.s

Your actual teolching time.i

• Model the activity with .a mor.e confident student. Have the student start with the example question, playin·g the role of Don or Karen. T95

Your actual

tl?aching time!

• Read the example aloud. Remind students to: �- Use time phrases; for example, last weekend, in the

morning, in the afte maon, then.

<· Use adjectives to describe the weather, the food, the activitie�. To prepare students, have them describe their weekend in small groups. The students who are listening should write down one follow-up question to ask.

Option:

e

�ID minutes)

Writing Process Worksheets

Option: Oral Progress Assessment

Story

Option:

1-l-O mfn-ute1

UNIT 11, REVIEW

Use the Illustrations qn page 95. Enc-0ura.9e the student to use the language practiced in this u.nit as well as previous units. Ask· the student to tell the s. tory of Don or Karen's weekend. Evaluate students on int.el. ligibility, fluen�y; correc:t .use of target grammar, and appropriate use of yoca.bulary.

e

Oral Progress Assessment Charts

Option:

WRITING BOOSTER (Structured support for

preparing writing)

iili:M1

On the Internet: · Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: · Assessment • Top Notch Pop Song Activities , Top Notch TV Vide-0 Program and Activity Worksheet5 • Supplementary Pronunciation Lessons • Conversation Activator Video Scripts • Audioscripts and Answer keys • Unit Study G·u ides

www.frenglish.ru

Appearance and Health

• 1 ·�

AUDIOSCRIPT

CONVERSATION 1

M: What does he bok like? F: Well, he has short. dark hair. And a mustache. M: Is he good-boking? F: I think so.

Vocabulary

Sugge.sted tE?.i'c.hing tfm.e:

5-7

CONVERSATION 2

Your.actual teaching tinie;

(!) Vocabulary Flash Card Player

F: Whal does she look like? M: Well, she has short, slraight. gray hair. F: Is she old? M: No. She isn't vary old, .. Oh, and she wears glasSE;E>. F: Ah.

• Play the audio and have students look at the photos and listen. Then have them listen and repeat chorally.

CONVERSATION 3

mlnutes

• To check comprehension, point to students in the class

and ask Is [Laura's] hair straight? Is your hair red? Does [Tony] have a mustache? Is {Roger] bald? Is my hair loll'g? Does [Karen] wear glosses?

L

Languag.e and culture • Hair is a non-count noun. We say What coioiis your hair? NOT What color are your hairs? • The spelling mustache and m·ousta . che are both.correct:·

2

\�Z Vocabulary Sug90<1«1

t.eac.Jhng tu'ne:

5-7

1n1nute5,

Your ac tu;il leaching time:

(!) Vocl'lbulary Flash Card Player

• Have students listen and study the words. Then have them listen and repeat chorally.

F: M: F: M:

What does she look like? She has bng, straight hair. Whal color1 Blonde? Brown? Blonde.

CONVERSATION 4

M: What does he bok like? F: He has curly. ,gray hair. M: Gray hair? F: Ye,s. And he has a beard.

CONVERSATION 5

M: What does she look like? F: She has bng, curly hair. M: Light.ordark? F: She has dark hair. And she's very pretty. M: Does she wear glasses? F:

�

No.

Learning Str:ategies

• Say the pl ural forms teeth, eyes, eyebrows, eyelashes, ears and have students repeat chorally. • To check understanding, have students take turns

pointing to a part of their face and having a partner ,say what it is. For example: A: (points to nose} B: Your nose.

Option: (+5 minutes) To extend practice, bring to class magazines, newspapers, or other print materials that have pictures of people. In ·pairs, have stude,nts take turns looking at pictures and identifying the different types of hair they see and�escribing the faces in the pictures.

3

,f,A,iii1 Listening comprehension �uggost�

[email protected]:c.hin_g tfm�

7-10 mlnutes

Your actual teaching tinie.:

• To review, play the audio again and have students listen and compare answers before reviewing answers with the class.

UNIT 12, LESSON 1

T96

www.frenglish.ru

4

Grammar Suggested �ilchlng tlme.;

1-10 mJnu�-l

You-ractual teac._hlng Ume:

• Have students study the examples in the Grammar box.

• Point out the difference !between the use of have and be to describe people. Say Use be with an adjective. Use have with an adjective+ a noun.

• To make sure the difference is clear, write examples describing yourself on the board. Use both be and-have. For example, write on the board: I_ [broi,.,,..J hair. (hove) My ey_es_ [9ree,..J(are). My hair_[strai9J.t]. (is) !__ [10,..9,darkJ eyelashes. (J.ave) Circle I in the two sentences. Say l is a pers.on. What verb do I use? [Have.] Underline My hair and My eyes. Say Ml'. hair and My eyes are thtngs. What verb do I use? [Be.] Write the correct verbs in the blanks and ask students to repeat the sentences after you. • Ask various students questions. Ask What color are your eyes? Your hair? What col'or are his I her eyes? His I her hair? Make sure students answer with is, are.

• Write on the board: Mis eyes are blve. My eyes are bro1<111. My hair is black a11d Mer hair is 10119 <>f)d blo11de. i,.,avy. Ask students to rewrite these sentences using have. Have students compare their sentences. Then ask for answers. (I have brown eyes. I have black, wavy hair. He has blue eyes. She has long, blonde hair.)

Option: (+5 minutes) To ext.end practice, have students take turns describing the hair and eyes of other people. Ask What does {Jeff I Angelina Jolie I your best friend I your sister or brother] look like? Encourage students to use both be and have in their descriptions.

e

Inductive Grammar Charts

5 Grammar practice Suggested t:eac·hrng time:

3-1

mJnu'te.s

Your actual teaching time;.

• Complete the first conversation together.

• To review the answers, have students practice the conversations in pairs. Offer help as needed.

08

Extra Grammar Exercises

1 1;ji!/11,jiH:i/1 oescribe appearanceI 1 ·� Conversation model Suggesti=d .teac.h1ng t1m e;

3-4 minutes

Your actual teac.Jung time:

These conversation strategies are implicit in the model: • Use Oh to indicate you've understood. • Say No kidding! to show surprise.

· To prepare students for the listening, write on the board: WJ.o are they talki'19 abovt? Who is she?

T97

UNIT 12, LESSON 1

· Play the audio and ask for the answers. (lvete 'Sangalo. She's a singer'from Brazil.)

L

Language and culture

• She looks familiar means the speaker thinks that perhaps he knows her, has 3een her, or has met her before. • No kidding! means Really? or wo·w1

Suggested teachln·g fime.;

3 minute�·

Y0:urac.tual teaching ti-ine;

· Have students repeat each line chorally. Make sure they: • use falling intonation for Who's that? and Who? ,, stress the adjectives long and dark in The·woman with the long, dark hair.

3

Conversation activator !iugg,@st@d teachln·g fime.;

7-8

m1nule·�

Y0;urac.tual teaching tline;

· Have students look at the photos. Read the names and ask students to repeat after you. • Ask students to describe each person. Talk about who lhey are, what they do, and how they look; for example, lvete Sangalo rs a Brazilian singer. She has straight, brown hair. She has dark eyes and long, pretty eyelashes. I DOllSTOP! Extend the conversation. Have students say other things about how each person looks.

• Model the conversation with a more confident student Then have students use the Conversation Model to create conversations about the people in the photos. · Be sure to reinforce the use of the conversation strategies. · Have students use the statements in the Recycle box.

L

Language and culture • lvete Sangalo is a Brazilian singer, song writer, actress, and TV host. • Andrea Bocelli, a famous oper 9 and pop singer from Italy, has been blind sinEe the age of 12. • Amy Adams, an American actor, starred In movies such·as Man of Steel (2013) and Enchanted (2007). • Emeli Sande is a singer and songwrrter from the United Kingdom. • Chris Hemsw·orth, an Au.stralian actor, starred In movies such as Thor (2011) and The Avengen (2012).

e

Conversation Activator Pair Work Cards

4 Change partners Suggestl!d teachln9 liine!

3-4 mfn-ute,,

Y.aur actual tl?achin9 time!

• Make sure students switch roles when ihey change partners so they all practice describing appearance.

iDlil:Ft

Workbook or MyEnglishlab

e) Speaking Activities: Unit 12, Activity1

www.frenglish.ru

-1

1--------

• 1 ·!-1 •

Vocabulary

Sugge.sted te�chlng timet

6-8 mln\jtes

Yctur.actual teac.hing ume:

0vocabulary Flash Card Player • Give students one minute to look at the pictures and words.

• First listening: Have students listen and point to the P.arts of the body.

• Second listening: Have student-s listen and repeat chorally. • Point out that the plural form of foot is feet.

· Set a time limit of one mir:iute for students to study the words. Have students close their books and wri.te as

many words for parts of the body as they can. Then have students compare their list with a classmate.

• Have students open their books and check their lists with the book and review any words they did not have on the list.

Option: (+5 minutes) For a challenge, review the words left and right. Turn around (with your back to the class) and hold up yourright hand an,d say my right hand. Hold up your left hand and say my left hand. Point to your left leg. Prompt students to say Your left leg. In pairs, have stud<ents

take turns pointing to different parts of their own bodi-es ·and saying which side of the body it Is on. Student A: (points to own left eye) Student B: Your left eye.

(+5-10 minutes)

Option:

2

Game I vocabulary practice Su9gested tea.ching tfm.e.:·

.5--7

minule-s

Youractuiitl Leaching time-

• Ask the class to stand.

• Model the game. Say Touch your toes. Touch your head. Don't touch your (left) hand. Check to make sure that students are doing the actions. If a student makes a mistake, he or she must sit down. The last student standing wins.

• Have students take turns giving ,directions.

0

Suggested t,e.i:ch · in_g tim�

5-7

mrnutes

• Ask students to point to and read aloud the irregular verbs on that list and their past forms. Hurt, cut, break, and fall are irregular verbs. Burn is a regula1r verb.

For additional practice, do a pair work activity. Students cover the sentences in their books with paper and take turns saying what happened. Encourage students to include extra information about each accident .or Injury, such as when it happened; for example, Student A: He burned his finger yesterday. Student B: He burned his

OpUon:

(+5 minute!S)

linger twice last week.

Language and culture

• In British English, the s.imp· le past tense form blirntis used as w·eu as b'Urned.

L

AUDIOSCRIPT for page 99.

CONVERSATl ON 1 M: F: M: F:

Cindy, are you OK? Oh. !hrs? H's oothing. I burnEd my arm last Tug;day. Are �u sure? Oh, yeah. I'm fine.

CONVERSATl ON 2 F: M: F: M:

Hi, Georg;,. How are you? Notrogood. I hurt myshoulderyeslerday. Oh. !hat's loo bad. Thanks.

CONVERSATION 3 M: F: M: F:

What happened to Nicole? She broke her finger last week, lssheOK? I think so.

CONVERSATION 4

F: M: F: M:

Robert, what happened? What? Your face. Oh. this. I cut my chin. I always cut my chin when I shave. It's nothing.

CONVERSATION 5

M: F: M: F: M:

How's �ur grandmother? Well, actually she fell down this morning in the kitchen.

Oh. nol Yeah. Bui she's OK.

Well, that'sg::,od.

CONVERSATION 6

F: Why isn� Slewart here today? M: Well, actually he went to Iha doctor. He burned his hand on the stove !his morning. F: Really? That's too bad. I hope he's OK

Your actual. !'@aching time:

Vocabulary Flash Card Player

• First listening: Have students listen, look at the pictures, and read the sentences under the pictures. • Second listening: Have students listen and repeat the sentences chorally.

• Direct attention to the list of verbs in the box. Have students listen and read. Then have them listen again and repeat chorally.

UNIT 12, LESSON 2

T98

www.frenglish.ru

4

-,�4·1£

Listening comprehension

Suggestl!d 8-10 I teaching timt;?: minutes

Youra(tual I teach,ng trme:

• First have students listen and complete the sentences. Pause after each conversation to give them time to write. • Then have students listen to confirm their answers.

• Call attention to the Ways to express concern box. Play the audio and have students repeat the expressions chorally. Then call on students individually to repeat the expressions. · Make statements about accidents and injuries, and call on various stu dents to express concern; for example, Teacher: I cut my linge.r. Student: Oh, no.

• Revlew by asking students to read the sentences aloud.

5

'�4:45] Pronunciaton

O

Suggested teachin9 time·:

3-4 minutes

2 Your actual teaching time·�

• First listening: Have students listen and read the words. · Second listening: Have students listen and repeat chorally. Encourage them to produce each vowel sound correctly. Make sure they try to produce five distinctly different sounds.

Option: (+5 minutes) For further practice, have students take turns saying one of the words. The other student listens and points to the word he I she understands. If it is ihe wrong word, the partners help each other to pronounce the word clearly.

L

• The vowel sounds presented here are produced with the back of the tongue: The tip of the tongue is at the level of the lower front teeth. The lips move fr0m r0unded for /u/, /u/, /ou/, and /JI to wide open and relaxed for /a/. Probably the most difficult sound In this group for non-native speakers of English is the.sound /u/ in column 2. The lips should be relaxed and opened only slightly. It is important to point ou� that each sound ls represented in multiple ways in writing; for example, the sound /u/ in column 1 has 29 different spellings, inc.ludin� oo-tooth, ue- blue, u- trulr, 0° do, oe- shoe, ough- through, ou- you.

e

Suggested teac h1ng time;

·-!"4'46 Conversati·on model Suggested teaching timt;?:

5 minutes

Y.'ouradual teaching time:

• Prepare students for the conversation by writing on the board Wl,ett happened to Evan? After students read and listen, ask for the answer. (Evan broke his ankle.)

UNIT 12, LESSON 2

3-4 (nlOUles

Yo-uractuai tea�h1ng �1me:.

Conversation activator Suggested i:uchil'!g time:

7-'1:0 m1nutJ?-s·

Y0:uractual lea'ching �line!

· Have student� review the pictures and say the sentences for the injuries. (She burned her hand. He broke his leg. He hurt his back. She cut her arm. He broke his arm.) · Model the conversation with a more confident student. Play Role A so that you can model extending the conversation by asking questions. For example: A'. Her, Marro. What happened?

B: I burned my arm.

A: Oh, no. Does it hurt a Jot? B; Actuallr, no. Jt·doesn't. A'. Where were you?

B: In the kitchen. The stove was too hot. A: When? B: The day before yesterday. A: That's too bad! • Be sure to reinforce the use of the convers.ation strategies. For example, make sure students express sympathy appropriately.

Chan9e partners Suggested teach1ng time;

Pronunci.ation Activities

These conversation strategies are implicit in the model: • Say I'm sorry to hear that Oh no and That's too bad to express sympathy. • Use Actually to introduce an opinion that mi.ght surprise.

T99

3

4

l1 rn1111jil$UIShow concern about an injury I 1

Rhythm and intonation

• Have students repeat each line chorally. Make sure they: ,, use fallin.g intonation for What happened? ,, stress sorry and hear in I'm sorry to hear that.

Pronunciation Coach Video

Language and culture

.__..,..tAzJ

3-� (nlOUles

Yburactual tea�h1ng �1me:

· Encourage students to describe different injuries and express concern in varied ways.

e

Conversation Activator Pair Work Cards

iDm:ti

e

Workbook or MyEnglishlab Speaking Activities: Unit 12, Activity 2:

www.frenglish.ru

-

1---------='------

• 1

\j,r-:-

4

.Suggested teaching dme,

Vocabulary

Sugge.sted teaching timet

5-J

mln\jtes

Yctur"actual teac.hing ume:

• Have students look at the examples In the speech bubbles. Point out the form used to make suggestions: should/ shouldn't+ base form of the verb. Have students repeat the sentences chorally.

• Before students listen, point out that when you talk about an ailment, you use the verb have; for example,

• To check comprehension, tell students that you are going to say you have an ailment and they're going to use should or .shouldn't to make suggestions; for example, I have a headache. (You should take some.thing.) I broke my foot. (You should go to a hospital.) I have a bad cold. (You shouldn't go to school.)

I have [a headache}.

· First li-stening: Have students listen and point to the pictures. • Second listening: Have students listen and rep�at chorally. Make sure students include the indefinite articles (a I an).

• Give students a few minutes to practice pronouncing the words on their own. Then ask students if there are any words they would like to practice further with you. Model the pronunciation of words students ask you to repeat. • Check comprehension by writing on the board: WJ,ot f �ron9? Do yov /,ave_? Have students close their books and tell them you are going to act.out the ailments. Students ask the question on the board, using the vocabulary they have just learned; f9r example, hold y9ur hand to your head. Students say What's wrong? DI) you 1

have a headache?

2

Yo·u r ac tuaJ teac hfng time.:

5-7 mlnute.l

• Direct attention to the Grammar box and have students study the exam pies.

0vocabulary Flash Card Player

a

Grammar

Learning Strategies

• To provide more practice, describe different situations. Ask students to make suggestions; for example, Thomas

has a backache. (He should lie down.) Maria has a fever. (She shouldn't 90 to work.) Rob has a stomachache. (He should have some tea.)

Language and culture • The modal verb should has only one form ar.d doesnc

L

change regardless of the pronoun that comes before it; for example, he should/ ts/Jould they should/ xous/1011/d. 5houldis always followed by the base form of the verh; He

I

e

should go. NOT He thould to. go OR He should goes. Inductive Grammar Charts

Vocabulary practice Suggested t,e.i:c hin_g tim�

3-4 mrnuter.

Your actual. teaching time:

• Give students a minute or two to think about a time when they had an ailment. Move around the room and help students with vocabulary.

• Read the example aloud with a student.

• In pairs, have students tell their partners about ailme:nts they have had.

3

.�4,sfil Vocabulary Suggested teacl'ung tfme:

Your acl'u�I t@achfng time;

Gvocabulary Flash Card Player • First listening: Have students listen and look at the pictures.

• Second listening: Have students listen and repeat chorally.

Option: (+5 minutes) For a challenge, ask various students to say one or two sentences about what they do when they hav . e various a·ilments. Examples: I always take something when I have a headache. I u sually lie down on the couch when I have a cold. Write the sentences on the board. Take ·a survey of how many students use the same remedies and rank the sentences on the board from most common to least common remedies.

UNIT 12, LESSON 3

T100

www.frenglish.ru

5

I

Listening comprehension

Suggestl!d I teaching timt;?:

7-10 minutes

Youra(tual teach,ng trme:

• Before students listen, have them study the chart. (One conversation will have more than one answer.) • Have students listen and check the ailments they hear in each conversation. Then have them listen and compl-ete the iast column with a suggestion. Read the example to be sure students understand the task.

Language and culture • When some·one sneezes. 1t'is polite to say Bless you! (You) poor thing isa very informal way ot expressing sympathy to a family member or friend. Owl is said in response to pain. In Conversation 6,.the woman is expressing empathy for the man's pain.

AUDIOSCRIPT CONVERSATION 1

F: I don't feel well. M: Whal's wiong? F: I have a headache. M: Oti, that's too bad. You shoukl take something. F: I know. Thanl<s.

L

CONVERSATION 4 M: lsneezssf F: Bless youl Are you OK? M: Sorry I have a cold. F: You should take something. M: You think so? F: Yes. Poor thing.

CONVERSATION 2 F: What's wiong? M: I have a backache. F: Really? A bacl
CONVERSATION 5 M: What's wiong? F: I have a sore throat. M: Well, you should have

CONVERSATION 3 F: I really don't feel well. M: What's wiong? F: I have a stomachache and a fever. M: A stomachache and a fever? F: Yes. I fee terrible. l M: I'm so sorry to hear that. You should see a doctor.

CONVERSATION 6 F: What's wiong? M: I have a toothache. F: What? You have a headaGhe? M: A toothache. F: A toothache! Owl You should see a dentist. M: OK

6

F:

some lea

Good idiea.

Vocabulary I grammar practice Suggested teaching timt;?:

3-4 minutes

Y.'ouradual teaching time:

• To review answers, call on pairs to read the ailments and make suggestions. • Answers for Exercise '6 will vary but may include the following: 1 You sho.uld lie down. 2 You should see a doctor. 3 He should take something. 4 You should s:ee a dentist. 5 You should have some tea. 6 She should take something.

oe

Extra Grammar Exercises

l1 llll'lj1ji(ij!j/lSuggest a remedyI

1

T101

I

�4:szl Conversati· on model Suggested teaching tim':!:

4-5 minutes

UNIT 12, LESSON 3

'louradual teaching time:

These conversation strate g · ies are implicit in the model: • Use What's wrong? to ask about an illness. • Use really to intensify advice with should. • Respond to good advice with Good idea. • Say I hope you feel better when someone feels sick. • Write on the board: WJ.,at'f 1,vro,..9? WJ.,atf/.,ould !,e do? • After students read and listen, ask for answers. (He has a headache. He should take something.) • Direct attention to the Woys to say you're sick box. Play the aud1o and have students repeat chorally.

2 (i,.\4:51,; Rhythm and intonation Sugges.tl!d teac h1ng time:

3 minute

Y.a ur actual teaching ti,ne::

• Have student� repeat each line chorally. Make sure they: P use falling intonation for What's wrong? ,, stress '7ead- ijn I have a headache, ,,, stress really and take in You really should take something.

3

Conversation activator

O

Sugges.tl!d teac h1ng time:

7-10

minule.l

Y.a ur actual teaching ti,ne::

Conversation Activator Video

• Note: You can print the script or you can show a running transcript on the video player on the ActiveTeach. The script also appears on page 184 of this Teacher's Edition. • Review the lesson vocabulary.

I

DOllSTOP! Extend the conversation. Have students give other advice.

• For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1, the actors use different words in the gaps from the ones in the Conversation Model. In Scene 2, the actors extend the conversati on. After each scene, ask students how tne model has been changed by the actors.

• Model the conversation with a more confident student Play Role B. For example: A: I don't feel so good. 8: What's wrong? A: I have a fever. B: Oh, that's too bad! You really should go to bed. A: Good idea. Thanks. B: And you really should see a drxtor, etc.

e 4

Conversation Activator Video Script; Conversation Activator Pair Work Cards; learning Strategies

Change partners Suggested teac hln9 liine!

4-S

mfn-ute-,,

Y.a ur actual tl?aching time!

• Have·students volunteer to present their conversation.

Hli:tH

e

Workbook or MyEnglishlab Speaking Activities: Unit 12, Activity 3

www.frenglish.ru

1 �

• Model the �ctivity. Read the text in the speech bubble aloud, and ask a student to complete the sentence.

Reading

Suggested

teac..htng tim.e.:

Your actual teac.hrng time:

7-l O

mlnutes

• Pre-reading: T o preview the reading, direct attention to the photos. Ask students who they recognize and what they know about these famous people. • To practice scanning, have students read quickly and underline what these people do (Shakira is a singer and songwriter; Johnny Depp is an actor), and where they are from (Shakira is from Colombia; Johnny Depp is from the U.S.). • Then have students read the article silently. • Check comprehension. Have students answer the following questions. What Is Johnny Depp's full name? (Joh1,1 Christopher Depp.) How many children does Johnny Depp have? (Two.) What was /ohnny Depp before he was an actor? (A rock musician.) What is 511akiro's full name? (Shakira Isabel Mebarak Ripoll.)

What music did·she listen to when she was young? (Traditional Arabic music.)

When did she record her first album in English? (In 2001.) Option: (+10minures) Extend the activity by having students listen to the audio as they read. Encourage students to read· at the same speed as the audio.

a 2

learning Strategies

Reading comprehension Su_ggested teaching time::

3 mJnutl!U

I

Youractiual 1eac·hlng time:

• Give students a few minutes to find'the answers In the text. Remind them to use· the words in the box to answer the questions.

• To review the answers, call on individual students to read the sentences. Make necessary corrections.

3

Pair work

Suggested teac.htng time:

Your actual teaching time:

• Direct attention to the two photos of Shakira. Ask Does

Shakira look the same in the two photos? Wha.t is different?

(In the first photo, her hair is black. In the second photo,

her hair is blonde.) Direct attention to the two photos

of Johnny Depp. Ask Does Johnny Depp look the same in the two photos? What is different? (In the first photo, he doesn't have a beard or a mustache. And he doesn't have a hat or glasses. In the second photo, he has a beard and a mustache. He also has a hat and glasses.)

· As students talk, move around the room and listen in on their conversations. Offer help as needed.

Option: (+5-IOminutesJ For a different approach, do a group

activity. Have students work In groups of four. Each student in the group picks a different picture and describes it. Have the students decide which picture of Johnny Depp and which picture of Shakira they like better and why. Discuss the pi'ctures with the class, and decide which of the pictures is the better advertisement for the person.

oeExtra 4

Reading Comprehension Exer.cises

Discussion Suggested teathing time;

4-5

minutes

Your actual teaching time:-

•To. prepare for the discussion, review the vocabulary from lesson 1. Write on the board: Hair color and Hair rfyle In two columns. Have students call out words for each column as y·ou write them on the board. • To review descriptive adjectives, write·two incorrect sentences on the board, and have students correct them and say what is wrong: SJ.,e J.,ar eyer blve. (Corre.ct sentence is She has blue· eyes because adjectives come before the nouns they describe.) She J.ar b Iver eyer. Her eyer are blver. (Correct sentences are She has blue eyes. Her eyes are blu� becaus.e adjectives are never plural}. • Model the activity. Read the text in the speech bubble and ask students to discuss their opinions as a class. listen for the correct use of descriptive adjectives and offer help as nee.ded.

5

Group work ,Suggested

teac_hJng time;-

4---S

mlnute.s

'(ouractuar teac.hjng time:

• Have the class work in groups of three or four students. · To provide support, take a few minutes to have students look around the room at their classmates. Ask students to call out words that describe their classmates. Make a list on the board ot items of clothing students are wearing, style of hair, color of hair and eyes, size of classmates. (Possible items: tall, short; thin, white shirt, red dress, black sweatshirt, big T-shirt, etc.) Tell students to refer to the list to help them as they play their group guessing game. · Have students take turns describing a classmate and guessing the name of the dassmate from the description.

Option: GRAMMAR BOOSTER (+10 minutes)

UNIT 12, EXTENSION

T102

--------------------------il;}l'Hl'i'J--www.frenglish.ru

�Digital Games

Before the first activity, give students a few minutes of silent time to look at the pictures and become familiar with them.

Game Suggested .teac.h1ng t1m e;

4-S minutes

You-ractual teac.Jung time:

• Prepare students for the game by reading the example sentence. Ask them to point to the picture and describe what is happening in it. • To keep score, tell them to count how many times each student points to a picture and makes a statement. Repeated statements do, not count.

Possible responses ...

(Girt in bed) She ha, a fever, She ha, a cold. She doesn'\ feel · well. (8tywith a headache) He has a headache. Hi, head hurt,. (Woman in kitchen) She buirned her finger. Her finger hurts. (Man with backache) He hurt his back. He ha, a backache. (Girtwit!, bicycle) She !ell down. She feels terrible. She hurt her arm. She broke her arm. (Manwith stomachache) He ha, a stomachache. His stomach hurts. He do·esn't feel well.

Pair work 1 Suggested �ilchlng tlme.;

4-S mJnu�-l

You-ractual

teac._hlng tJme:

• Read the example. • Encourage students to describe the people in as many different ways as posslbl'e. Encourage them also to use be as well as /Jove; for example, He has brown hair. His hair

Is brown.

Pair work 2 Suggested t:eac·hrng time:

3-1

mJnu'l:e.s

Your actual

leac_h1n9 t:imeJ.

• Model the .activity. Have a student read the example aloud, and ask other students which picture it is and why they think so.

Option:

(+5 minutes) For a different approach, have students

work in groups of four. One student acts out one of the ailments in the pictures. The other students guess what the ailment is and suggest a remedy.

Possible responses . .. A: I feel terrible .. 8: What's wrong' A: I bave a sfomachache. 8: Th.at', too bad. You really should take ,omethi�g. A: Good Idea. Thank,.

A: What happened' 8: I burned my finger. A: Does fl hurt a lot' 8: Actually, no. II doesn't

Writing Suggested teac hlng Um@:

Suggesti=d

S-J

minutes

Youractual teach,ng trme: I

• To prepare for this Pair Work, have students review the Conversation Models in Lessons 2 and 3. • Encour�ge students to change roles with different conversations, so that in, one conversation the student has an ailment and in another conversation the student offers advice or a remedy and expresses concern.

Option:

(+5-IOmlnutes) As an alternative approach, secretly a ssign one of the pictures to each pair of students. Have . students perform their dialogues for the class. The other students then say which picture-their classmates are

performing.

T103

UNIT 12, REVIEW

Yo-ur actuai tHc.hin_g time:

• Model the activity. Say I /Jove a friend named Som. Then read the example in the book aloud. Add one or two more sentences to model the exercise.Write on the board: fie l,o� bro�" eyer o"d qloHef. /-fe olfo hof fl,orlj cvrly hair. We ore 9ood frie'1df. · In preparation, have students think about someone tney would like to describe. Offer suggestions such as someone famous, a family member, a classmate, a friend, a teacher, etc. · In pairs, have students read their sentences aloud to a partner and make any necessary corrections.

e

Writing Process Worksheeb

Option: Oral Progress Assessment

Use the Illustrations on page 103. Encourage the student to use tl)e lang: uage practiced in this unit as well as previous units. Ask the student to say at least five sentences abdut each illustration. Ask questions to provide 9uidan£e. For-e)(ampl�: T: Where fs the woman? S: 5/re /s l.n herbedro_om. 5he rs In bed. T: Wl10t does s/Je look like? S: She hos Jang, .straight; blol1'de hair. T: What's wrong with her? (Or What happened?} S: She hru a fever. T: What advice cfo you hove for her!S: She should call a i:i'octor.- 5/Je shouldn't go, lo work. She should have same tea. Evaluate stud.enis on intelligibility, fluency, correctuse of tar9e.t gram mar, and appropriate use of vocabular y.

e

Oral Progress Assessment Charts

Option:

Pair work 3 teaching tim,:

S-8 ,ninu. te.s

WRITING BOOSTER

(Structured support for preparing writing)

ifJj:j:fi

On the Internet: · Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: • Assessment • Top Notch Pop Song Activities • Top Notch TV Video Program and.Activity Worksheets • Supplementary Pronunciation Lessons • Conversation Activator Video Scripts · Audioscripts and Answer keys · Unit Study Ouides

www.frenglish.ru

•

Abilities and Requests 3

Suggest. ed Jeac.lung time:

4-6 mlnutes

Your"actual teaching tinie;

(!) Vocabulary Flash Card Player

• Direct students' attention to the Adverbs box with well and badly. Play the audio. Then have students listen again and repeat. • Make statements about yourself using the vocabulary from the lesson with we/I .and badly while demonstrating the statements; fqr example, I sing well, but I dance badly. • To check comprehension, ask students about their own abilities; for example, Do you sing well? (Yes, I do. or No, I sing badly.) · (+5-IQ minutes)

Vocabulary practice 3-S

minUl!?i

Group work Sugg_ested

• Play the audio and have students listen. Then have st.udents listen and repeat chorally.

Suggested t�ac--hing fime-;

Yo'u r actu.i I tea'c.hln.9 trme:

• Have students use the sentences they wrote in Exercise 2 to share information with their partners.

4

• Give students a minute to look at the illustrations.

2

J-5 m.inut�

• Review the example first. Ask a student to read the model aioud.

1 Sugge.sted tE?.i'c.hing tfm.e:

Pair work

I teaching time: ·Your actual

teachirig time;

3-S

minut�

Your actual te:ac.hing time.:'

• Ask a student to read the exampl· e aloud. Then ask the student tQ say something he or she learned about his or her partner during the Pair Work. • Have students work in groups to share information about their classmates' abilities. • As students work in groups, move around the room and listen. Offer help as needed.

Option: (+ s minutes} To challenge students, point out that but means there is opposite or different information, whereas and means .there is additional information of the same kind. Write and and but on the l;ioa,rd. Say and demonstrate s·entences with qoth and and but as you point to the words. Cal I on students and ask them to tell you

their abilities as you point to the words on the board; for example, point to and. The student might say I drive well and I cook well. Point to but and call on another student. The student might say I drive well, but I sew badly.

• Encourage students to use the vocabulary from the lesson. Move around the room and help with vocabulary as needed.

Option:

(+5 minutes} Extend the activity by having students

come to the board and take turns writing different s·entences describing their abilities. Take time to correct any errors in the writing.

UNIT 13, LESSON 1

T104.

www.frenglish.ru

5

Grammar

2 \'! rel="nofollow">i�W Rhythm and intonation 10 mJnu�-l

Suggested �ilchlng tlme.;

You-ractual teac._hlng Ume:

• Have students study the examples under the pictures. • To check comprehension, write on the board: ca"/ca"'t + bare form of the Verb I ca"-f"9lirl,. Ile ca"'t � 1 You ca11 t � �/,e ca11_f119lirl,. Ask students to fill in the blanks.

• Call attention to the questions and answers.

• Ask questions with can; for example, Can you cook? Can

you play the guitar? Can you play soccer? Can you speak English? (Yes, I can. or No, I can't.)

• Review the question form by writing on the board:

L

Inductive Grammar Charts

4-S minutes

Your actual teaching time ·�

• To review the answers, have students practice the conversation in pairs.

oe

Extra Grammar Exercises

1,M'/i111i1ffiu1oiscuss your abilitiesI 1 ·i!"J�Q,4

I

Conversation model

Suggestl!d .teac.h1ng time<

4-S minutes-

Youra(tual leac.Jung time:

These conversation strategies are implicit in the model: • Use Actually to give information. • Use Can you? to ask about others' abilities. • Use Really? to show sur!Prise or interest.

• To prepare students for the conversation, say Look at the

picture. Two friends are talking about things they can do and things they can't do. • After students read and listen, ask Can he draw? (No, he can't.) Can she draw? (Yes, she can.) Can she draw well? (No, she can't. or No, not very well.)

T105

UNIT 13, LESSON 1

Sugge.sted teac h1ng . time:

7-10 minute

Your .ictua.l teaching ti�e::

• To prepare students for the conversation, write on the board Ca,, yov Actval�, I_.

_?

·Call on different student.s to complete the sentence about their own abilities. • Remind stud·ents about different ways to respond by pointing out the box on the page.

DONlSTOP! Extend the conversation. Review the questions

What do yov _?

• Model extending the conversation with a more confident student. For example: T: Can you swim? S: Actuallr, yes, I can. Can you? T: Yes, I can. S: Really? That's great/ T: Where do you swim? S: At the beach. T: How often do you swim? S: I swim on.Saturdays.

• Be sure to reinforce the use of the conversation strategies; for example, encourage students to say Really? That's great! with enthusiasm.

Grammar practice Suggested teachin9 time·:

Conversation activator

students to ask additional questions like these in their conversatlons.

Option: (+5 minutes) To practice, ask questions with can; tor example, Can yot1 {do the laundry]? Can you [make dinner]? (Yes, I can. or No, I can't.) Then ask other students about their families; for example, Can {your father] [make dinner]?

6

Yburactual teaching Lune;

flow ofte11 do yov _? Wl,ere do yov _ ? Tell

Ask students to fill In the blanks.

a

I

in the Recyc'e box. Write on·the board

ca"+ rvbject + bare form of tJ,e Verb? Ca"tJ.ey_? Ca"yov_? Ca11we_? Ca,,J.e/rJ.e_?

• The common negative form for spoken En'glish I� can' Cannot i.s used in formal writing.

3-4 minute,

· Have student� repeat each line chorally. Make sure they: • use·rising intonation and stress you in Can you?

3

• Point out the use of well with can I can't. Add well to each of the previous examples; for example, I ca11 rpeak 1 f119lirl, �. Ile ca11 t draw�-

Language and culture

Suggested teaching time:

· Move around the room, and encourage students to extend ihe conversation by asking questions like the ones in the Recycle box.

e 4

Conversation Activator Pair Work Cards

Change par tners Suggested t.eac hin9 time:

4-S mu1utes-

Your actual teach-in9 time:

· Remind students to ask different questions and talk about different abilities.

ifJj:j:fi

e

Workbook or MyEnglishl.ab Speaking Activities: Unit 13, Activity 1

www.frenglish.ru

-1

1---------

•

1 \��

• Many students confuse too and very. Tlie word toona. a negative meaning; for example, Tfle tea Is too hot. I can't drink it. vs. The tea is very hoL I ITke it that way. The word too can have ar1other meaning: also;for example, I /Ike very hot tea, too.

Vocabulary

Suggested teac..htng tim.e.:

6-'J

mlnutes

Your actual teac.hrng time:

(!)vocabulary Flash Card Player • Before students listen, explain that to decline an invitation means to say no. • First listening: Have students point to each picture as they listen and read the sentences. • Second listening: Have student.s listen and repeat the sentences chorally.

Languag,e and culture • In English-speaking countries, and especially'in business or formal situations, it Is more polite to givea

-

reason why you are declining an invitation. It is lmpolit<e to simply decline. • I'm full is a common way of exp laining that you c.an't eat any more.

2

Pair work Suggested teac..htng tim.e.:

l-" mlnutes

Your actual teac.h,ng time:

• Read the example aloud to the class. Then model you,r own example: On my birthdar, I ate three pieces of cake. I was so full. • Remind students that so in these sentences means very.

I'm so full= I'm very full.

Option:

(+5 minutes) To extend the activity, have students write down the information about their partners. Then, have students report to the class. Students can say [Mario]

studied late last night. He is .so tired.

3

L

Language and culture

Grammar SuggeJted teaching tim�

7-12 mTnutei

18 4

Inductive Crammar Charts

Grammar practice Suggested teaching t(me:;

4-6 mJnute.l

Your actual h�.ac.hlng time:

• To prepare students for the exercise, give them a minute to look at the pictures. • Ask students to describe what they see. (Possible answers: e)(pensive shoes, a cold girl, a tired man, a short shirt, a busy woman, evening or night.) • To further help students think of appropriate adfectlves for the exercise, ask students to explain each picture; for example, s"ay Why don't.you wont these shoes? (They're too expensive.) Why can't she go swimming? (It's too cold.) Why can't you read right now? (I'm too tired.) Why doesn't he wont that shirt? (It's too short I small.) Why can't you talk right now? (I'm too busy.) W11y don't you wont to watch a movie? (It's ioo late.) • Have students complete the activity individually.

Option:

For a challenge, bring to class magazines, newspapers, or other pictures of people, weather, clothes. Do a pair work activity. Have students take turns making sentences about the pictures, using too+ adjective and so + adjective; for example, for a picture of a large TV screen, possible answer: That TV is so beautiful, but it is too big. My apartment is small. (+5-10minutes}

oe

Extra Grammar Exercises

Your actual l'@ac h'irig time!

• Direct attention to the Grammar box, and have students study the rule and the examples. • To help clarify the u.se of too and so, read the Be carefull box. Explain that too+ adjective means there is more than you want or need, or that· something is not right. 5o + adjective means ve.ry. • Point to the first example and ask Why can't he tolk right now? (He's too busy.) Ask Why do you think he Is too busy? (Possible answer: He has a lot of work.) • Point to the second example and ask Why doesn't she want to go to the movies? (She's too tired.) Ask Why do you think s/Je is tired? (Possible answer: She went to bed late last night.) • Point to the third example and ask Why does she want to go to bed? (It's too late.) Ask What time do you think it is? (Possible answer: Midnight.)

UNIT 13, LESSON 2

T106

www.frenglish.ru

u,w11,11H:Uiro1ite1y decline an invitationI

1

• Model exrending the conversation with a more cqnfident student by suggesting another activity. Demonstrate both declining and accepting the invitation. For example:

,11',is:o§ll Conversati·on model Sugge-sled teaching timt:!:

5

-minutes

S: let's go to a movie.

¥ouraci:ual teaching lime:

T: I'm really sorry, but I'm so tired.

S: That's OK. Maybe some other time,

These. conversation .strategies are implicit in this conversation:

T: Well, how about tomorrow night?

' Suggest a shared cours:e of action with let's. • PoliteJy decline a suggestion with I'm really sorry but and a reason. • Accept a refusal with Maybe some other time.

T: OK.

• Write on the board WJ.,at ir the Woma" doi ,, 9? Are they 9oi,,9 to a movie? Why or why ,,ot? • After students read and listen, ask for the answers to the questions on the board. (Possible answers: She's working I studying. No, they aren't. She's too busy.)

Language and ,1.1lt1.1re

L

• Maybe some other time means he wll( probably .a�k her again in the future. -Other ways to make foll. ow-up suggestions after someone declines.an invitation inc]ude:

How about next weekend? Are you free this Friday?

e

2

learning Strategies

· Provide. feedback on student conversations by walking around the room and listening in. Tell students to practice accepting invitations as well as declining them. Remind them to offer a polite excuse if they decline the invitation and to use the photos and language In the Recycle box to suggest a diffe.rent activity. Encourage students to use the correct rhythm and intonation. ,� Conversation Activator Video Script; Conversation ,gf Activator. Pair Work Cards

4 Change partners

s mJnu'l:e.s.

Yo�r,ct1toill �a'chin9 ti_me:.

• Have students repeat each line chorally. Make sure they: • stress the first syllable o f busy in I'm too busy. ·• pause after That's OK.

Sugge.sted teac hln,g time:

Sugg�sted teaching time:·

10-15 m1ntite..s

Y�.u r a'ctual teaching time.:

Conversation Activator Video

• Note: You can print the script or you can show a running transcript on the video player on the ActiveTeach. The script also appears on page 184 of this Teacher's Edition. • Have students look at the photos and identify the places and what the people are doing. 0011STOP! Extend the conversation. Brainstorm other activities and write them on the board; for example, go running, go swimming, watch Ask st.udents for additional excu·ses and add them to the board; for example, I'm tired. I have a backache. It's too cold today. Tell students to use the photos and language in the Recycle box and the activiti.es and excuses on the board when they decline the invitation.

rv.

• For more support, play the Conver.sation Activator Video before students do thjs activity themselves. In Scene 1, the actors use different words in the gaps·from the ones in the Conversation Model. In Scene 2, the actors extend the conversation. After each scene, ask students how the model has been changed by the actors.

UNIT 13, LESSON 2

s minute.t

Yourac;tual teaching time.

• Have students stan� up, move around the room, and extend an invitation to a new partner. Encourage them to use other activities and reasons with their new partners.

•£0:Ul

e

Workbook or MyEnglishlab

Conversation activator i

O

T107

• Se sure to reinforce the use of the conversation strategies listed with the Conversation Model; for example, make sure students say I'm really sorry like·they .genuinely regret declining the invitation and gjve a reason for doing so.

·�5:0@ Rhythm and intonation Suggested teaching tim_e:

3

S: Sounds great.

Speaking Activities: Unit 13, Activity 2

www.frenglish.ru

-1

1---------

• 1

Grammar Su99est.ed . tea:c.hlng time. . ;

s

minu i:es

Youracluitl Li:iac.h'ing time.._

• Direct attention to the Grammar box, and have stude ·nts study the rules and examples. • To review the base form of verbs, write on the board:

operi �ri95 rai11ti119

fix

played

t/.e lvirido\<1 1 the door, the retri9erator, yovr book clo,e tJ.e door, lvirido\<1 1 the microwave door, t/.e refri9erator, yovr book tvr" ori t/.e li9ht, the ,tove, tJ.e compvter, the TV, tJ.e lamp tvrri off tJ.e TV, the microwave, the li9ht, the ,tove, the compvter, the lamp ha rid me my 9 la55ef, my 5Weater, my book,yovr pape'rf, my key,, my jacket operi

clo,i119 da11ced

cook draw,

drive

Ask students to tell you which ones are in the base form. (Open, cook, fix, drive.) Ask students to come to the board and change the other verbs to the base form. (Delete -Ing from closing and add e. Delete -s from sings. Delete -d from danced. Delete -mg from painting. Del,ete -s from draws. Delete -edfrom played.)

• Read the first rule again, and remind students that Could· you is always followed by the base form.

Langu.age and culture • Could you+ base form is a polite way of asking fora favor. Adding please makesthe expression even more polite. Please can be placed after the phrase Could you (please) or at the end of the request Could you wash the' dishes (please)? It is rarely placed at the beginning of the request.

• Other ways to ask for a favor are: Would you (please) + base form Can you (please)+ base form (sometimes considered a bit less formal)

(8 Inductive Grammar Charts 2 1�J:J9.J

• To introduce other favors, encourage students to make polite requests using other objects. Write on the board, in one column, the verbs in bold type In the speech bubbles and in another column the objects shown in the pictures and printed bel.ow the pictures. (Do not include help me.) Ask students to think of other objects to use with each verb and write them. Possible answers:

Vocabulary

Suggested teaching tim�

7-lO mTnutes

Your actual l'@ac h'irig time!

0vocabulary Flash Card Player • Give students a minute to study the pictures.

• First listening: Play the audio and have students listen. • Second listening: Have students listen and repeat chorally.

• To check comprehension, make requests by asking various students to do the activities in the pictures; for e�ample, Could you please hand me-that book? Encourage students to answer with Sure, No problem, or Of course. Or to ask for clarification This book?

(+5 minutes} To pra'Ctice the verbs in the Vocabulary, have students play a game of charades. In small . groups, students mime one of the actions below the pictures; for example, a student mimes opening a door or closing the door. The other student's guess the request: Could you

OpUon:

please open the door/ close the dooi?

Option: (+5 minutes} For a different approach, play Simon Says. Tell students you are going to ask them to do different things. If they he.ar Could you please .. . , they should do what is asked. If they don't hear please, they should not do anything; for example, Could you please-stand up? (Students stand.) Could you dose the door? (Students do nothing.) Then ask individual students to play your role.

L

Language and cu·Jture

• Hand me [my glasses} means give me [my glosses}. Give [someone]_a hand is an expression that means help [someone]. These can be confusing, so it would be good to make the difference clear to students.

3

Vocabulary I grammar practice Suggested le,1c.hlng dme:;

4-S mJnute.l

Your actual 1·e.ac.h(ng time:

• To check that students understand that they have to use their own verbs, complete the second sentence together. Ask students what verbs they can use to complete the sentence. (Some examples: make, get, cook)

• After students complete the exercise, ask irndividual students to read their sentences aloud to the class.

• After each sentence, encourage students who have written a different sentence completion to read their sentence.

oe

Extra Grammar Exercises

UNIT 13, LESSON 3

T108

www.frenglish.ru

I

4 -,j,<s;11l Listening comprehension Suggestl!d teaching timt;?:

7-10 minutes

Youra(tual teach,ng trme:

I

• Play the first conversation. Pause the audio and ask What's the problem? (It's a little cold. /They're cold.) What does t/Je man ask? (Could you close the window, please?) Then say Listen for the requests and play the other conversations. • Play the audio again and have students write the requests.

AUDIOSCRIPT CONVERSATION 1 F: Hi, Mark. What's wrong? M: I'm freezing! F: Actually, tt .!!;;, a lfttle cold in here. M: Could you cloGe the window. please? F: Oh yeah, sure. CONVERSATION 2 M: Mmml What'sfordinner? F: Chic.ken and rice. M: Yuml You sure can cook. F: Thanks. Could you tum off the stove? M: Sure.

CONVERSATION 3 M: Hi, Ellen. Whal are you doing? F: Oh, hi, Andy. I'm fixing this lamp. M: Need an y help? F: No, bul thanks ... Well, actually, could you please hand me my glasses?

CONVERSATION 4 F: Where were YQl!? M: I wen t shopping. Can I help you? F: Look at all those th11QS! i M: Actually, could you please open the door?' F: M y pleasure. CONVERSATlON 5 Fl, Hi, Becky. What are you knftting? Fl: A sweeter. But I can't kntt very well. Fl, Well, I can. Do you need help? Fl: Yes, please! Could you help me? Fl, Of course.

5 \�

e

Pronunciation

Suggested �.tchlng tlme.;

2-3 mJnu�-l

Your actual

teac._hlng tJme:

Pronunciation Coach Video

• Ask students to listen an.d notice the·pronunciation ·ot Could you. Then have them listen and repeat chorally, paying particular attention to how they say Could you.

(8

Pronunciation Activities

6 Vocabulary Suggested teacl1in_g lime;

Youractual

leachmg t,me.:

• Give students time to select the requests from the Vocabulary. Then have them practice.

• Have volunteers say their request aloud to the class. Pay particular attention to the blending of sounds.

T109

UNIT 13, LESSON 3

1

and agree to do a favor!

�.s:n] Conversation model ,-4 Suggested Your actual teaching time:

minute,

teaching Lilne;

This conversation strategy is implicit in the model: • Use Sure and No problem to agree to someone's request for a favor.

• Aftentudents read and listen, ask What.favor does the woman ask,? (Could you please close the window?) Why do·you think sne asks that? (It's too cold. or She's cold.) Does the man agree to do the favor? (Yes, he does.) • Play the Ways to agree to a request. Then have students listen and repeat chorally.

Language and culture· • Do [someone].o foyor or Do a favor for [someone] mear do somet/Jing ·helpful for someMe.

L

2 •. ...i:Hl

Rhythm and intonation Suggested ,-4 Your actual

teaching time:

minute,

teaching Lilne;

• Have student� repeat each line chorally. Make sure they: <· use rising intonation for Could yo.u do me a favor? and

Could you please close the window?

• pause slightly after Sure.

3

Conversation activator SugQested teaching time:

7-10 minute,

Your actual teaching Lilne;

DON'TSTOP! Extend the conversation. Ask students to make a list of three or four additional requests for help, and three or four reasons for needing help.

• Role-play the conversation with a more c onfident student. For example:

T: S: T: S: T: S:

Could you do me a favor? Of course. I'm busy. Could you please make dinner tonight? Sure. And could you take out the garbage? I'm very tired. No problem.

• As you listen in on student conversations, pay attention to the blending o f sounds in Cou/.d you.

e

Conversation Activator Pair Work Cards

4 Change partners

I pronunciation practice 3-4 mJnutes

l:lll'lllilllij:j/l Ask for

Suggested teac hln9 liine!

4-5 mfn-ute-,,

Y.aur actual tl?achin9 time!

• Have·student� present their conversations to. the class.

U3i:Lt1

e

Workbook or MyEnglishl.ab

Speaking Activities: Unit 13, Activity 33

---i1f;t1!���uu1t------------------------www.frenglish.ru

2

1 \� ·

6

Suggested te.Jch.1ng tJme:

Reading

Sugge.sted te�chlng timet

8-10 mJn tes

Yctur"actual teac.hing ume:

· Direct attention to the title and the pictures. Tell students infant means a small baby and toddler means a child who is jµst, beginning to walk. • Ask students if they have or know any infants or toddlers. Ask them what they like most about infants. Ask what they like most about toddlers. · Pre-reading: To practice the reading strategy of scanning, 1 write on the board: cry 1,,11,.,,, 5l,e 5 l,v,,9ry1 ray ,,o, rit i.,,jtl, l,e Ip, rit i.,,ithovt he Ip. Have students read quickly and say at which age an infant can usually do each of these things. • Then have students read the text silently.

At what age can a baby reach for things? (Between 3

and 6 months.) At what age can a baby play next to other children? (Between 1 and 2years.) When can a baby crawl? (Between 6 and 1.2months.) When can a baby turn her head? (Between 1 and 3 months.) When can a baby look at his own hands? (Between 3 and 6 months.)

Option; (+3 minuter} To practice increasing reading speed, hav . e students read silently while they listen to the audio. (+10-15 minutes) To turn this reading into a listerning

activity, draw the following graphic organizer on the board (without the answers) or print it out. Then have students listen to the audio twice. First listening: Ask.students to listen for the answer to these questions: 1 When can a baby smile? (1-3 months.) 2 When can a baby say no? (1-2years.) Second listening: Ask students to listen for the age when a baby can do the things on the list in the chart. Then have students read the text to confirm their answers. 3-6 months

6-12 months

x

1 sit with help 2walk

x

3 pick up small objects 41augh 5 roll over 6 stand

x

Youractual• teaching time:

• Ask students to scan the article to find the correct information about a five-month·old baby. • Review answer5 by saying the information that should have a checkmar�.

oe 3

Extra Reading Comprehension ExeRises.

Activate grammar S_ugge-sted teae-hln.9 lime.:

3-4· mtn.utes

'(our actual lea.ching time.:

• Ask students to read the article again to find the answers. Encourage students to write complete sentences. • Review answer5 by having students say their sentences.

questions:

1-3 months

l-4 mlnu�e-s

• Have students compare sentences.

• Check comprehension. Ask students the following

Option;

Reading comprehension

4

Group work Suggested teaching t1me-c:

YouractU'al teach1ng t1m ·e.:

• Read the examples aloud to the class. • Encourage students to include memories and personal experiences in their discussion; for example, Attive years, a child can read. I read books when I was fiV!!,

• Wal� around the room and provide help as needed. Option: GRAMMAR BOOSTER (+20 minutes)

(i}Q Top Notch Pop Song Video and Karaoke Video

1-2 ye.ars

x

x x

FYI: This chart can also be used as a reading comprehension activity.

@ Graphic Organizers; Learning Strategies

UNIT 13, EXTENSION

T110

--------------------------il;}l'Hl'i'J--www.frenglish.ru

�Digital Games

Before the first activity, give students a few minutes of silent time to look at the pictures and become familiar with them. Pair work 1 Suggested t:eac'hrn_g time;

7-10 mlntrteu

Your .actual teat-h1p_g timE

· Prepare for the activity by asking Where are the people? (In their apartments.) What's happening in each pict·ure? (Possible answers: Apartment 3A: A man is resting. A woman is talking to a man. Apartment 2A: A girl is closing the window. A woman is knitting. A man is fixing a bicycle. Apartment 28: A boy is playing the violin. Apartment 1A: A man and a woman are watching TY. They're eating a sandwich and drinking so-da.) • Brainstorm different ways to begin the conversations. Write the ideas on the board. For example: Apartment 3A: A: Let's go to a concert. Apartment 2A: A: Could you please close the window? Apartment 1A: A: Could you please hand me my

soda? I Could you please turn off the TV?

• In pairs, have students create conversations for the people. Encourage them to continue the conversations. Pair work 2 Suggested teac�in;g time:

4-S

minute�

'fouradual

• Model the activity. Have a student complete th e examples aloud about Apartment 3A. Have another student answer th.e questions; for example: Can she dance? (Yes, she can. or No, she can't) Can he paint? (Yes, he can.) • Students take turns asking and talking about abilities. • Sometimes the answer to·a ques�ion ma:y not b·e dear In such case·s, I'm notsure is oft.en u·sed.

L

4-5

mlnute..s.

Youractual teach(n_g tirne.i

· To prepare, make a false statement using too and arn adjective. Call on a stud,ent to explain why the statement is false; for example, The woman in Apartment 3A is tired. (That's false. She's asking the man to go out.) • In small groups, have students take turns making false statements. Story Suggested teac.htng time;

5-7

mlnute..s

Youractual teolch(n_g tirne.i

· Set a two-minute time limit for students in pairs to create a story. Ask for volunteers to share their stories with the class.

Option: (+5 minutes) For a challenge, have students close their books and work from memory, in groups. One student is the recorder and writes the story. The groups read their stories aloud to the class. T111

UNIT 13, REVIEW

Writing Suggested teachln·g fime.;

8-10 m1nu1e1

Y0:uractual teaching ti-ine;

· In pairs, have students read their sentences aloud to a partner. Tell students to discuss If they do not agree with lhe can and can't sentences their partners wrote.

Possible responses • •. At eighty, some people can't see well. They can't read. Some people can't hear well. Som.e old people are healthy and some have ailment1. Some people can't walk well But some people can exercise and run at eighty or ninety. Many old people can't do daily ac-tivities. My grandmother ean't go shopping or do the laundry. But ,he can cook dinner and wash the dishe1. And ihe c.an read... se•N, and checlt her e-mail. Some people c.an't live alone, but my grandmother can.

e

Writing Process Worksheets Oral Progress Assessment

Use the Illustration on page 111. Encourage students to use tfie langua_ge they learned from.the unit. Description: As . k the student to point.to -the picture and make statements with can and can't about the people-. Conversation: Tell the studentthat you are going to create a conversation. Ask the student to make requests for people In tMe pictures. Offer both yes and no responses; for example, point to the boy in Apartment 2�, and tell the studenthe or is a ne_ighbor: S: Could

sne

you do me a favor? T: Of co. vrse. S: Could yo_u p/eas.e play the v1ol111 tomorrow? It's se late, etc.

Game Suggested teac.htng time;

It's 9:00 in the evening.. In Apartment 3A, a woman wants to go dancing. She',; ,vearing a beautiful white dress·. Her husband i5 ·very tired. Three peo1ple live in Apartment 2A. The 'Noman i1 cold. Her ! daughter is closing the ,vindow. The gir! s fath.er is fixing her bicycfe. In Apartment 28, a boy is playing the violin. He can't play well. The music is awful! In Apartment lA. tVt'O people are watching TV and eating a sandwich.

Option:

teac.hin.9 time!

Language and culture

Possible responses ...

Evaluate.students on intelligibility, fluency; correct use of .targe.t grammar, and appropriate use of vocabulary.

e

Oral Progress Assessment Charts

Option:

WRITING BOOSTER

(Structured support for preparing writing)

lill1G1

On the Internet: · Online Teacher Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: • Assessment • Top Notch Pop Song Activities • Top Notch TV Video Program and Activity Worksheets · Supplementary Pronunciation Lessons • Conversation Activator Video Scripts · Audioscripts and Answer keys • Unit Study
www.frenglish.ru

Life Events and Plans

• 1

4

\�5· 9 Vocabulary Sugges. ted tE?.i'c.hing tfme: .

4-S: mlnutes

Your.actual teaching tinie;


3-5 m1nulel

Your .ac tua I teaclllng tfn1e;

• To practice the listening strategy of predicting, ask students to guess what kind of information they may hear aqout Graciela Boyd's life story. (Pos�ible answers: her age, her occupation, where she wa.s born)

(!) Vocabulary Flash Card Player

• Have students read the statements and then listen and check the correct answer.

• Explain that life events are important things that happen in your life. They tell your life story.

5

• First listening: Have students listen, study the pictures, and read the verbs. • Second listening: Have students listen and repeat the words chorally. ) • In Englfsh, the common understand ' ing ofcgrow up is � the time from when you are a baby until you are an adult. • The verbs and phrases in this lesson are often followed by specific prepositions. The choice of the prepositio(l is important, a, it -c,hanges fine meaning offhe phrase. S-o:n,e common prepositions used with these are: • be bom: on+ date (on July 1) I in+ place (in Detroit) I In +year (in 1990) I at+time (at 3:00) • grow up: in + city (in Om aha) • go to school: m +pl ace (in Los Angeles) /.at+ place tat the New School) * move: to+place (to New York) I in+date Qn July 20,08) • study: at+ place (at home) I rn + place (in the library) I for+ event (for the test) • graduate: from+ school (from·the New S.chool) I in+ year (in 2009) I on +day (on Mon'day)

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Pronunciation

Su9gested teac.hi . ng time:.

3 mJnuf@$

Youractu.al Leachln�. -•�ime. _ �---�

Pronunciation Coach Video

• First listening: Have students read the words and listen to how the diphthong sounds blend. • Second listening: Have students listen and repeat chorally.

e 3

Pronunciation Activities

Pronunciation practice Suggested te;,ching time�

3 mJn te.s

Listening comprehensiorn

Suggested leaching time;-

l-S m1nu.tei

Yourac.tual I t@fch,ng tune:

• Have studen t s ffste'n and circle the information that is true. • Write the correct answers on the board.

AUDIOSCR.IPT

Language and culture

2 ��

1!!"'st22

Yourac,tual teac hlng thne,:

• Give students a minute to read the questions and study the details in the Vocabulary pictures for the answers.

M: Good morning. This is /l's Your Life, the radb program i that brings you Interest ng itta stories of paoplewho live in beautiful Boston and other U.S. citiEG. This morning we're talking lo Graciela Boyd, who liva, hara in Boston. Ms. Boyd, thanks. for talking to us-at It's Your Life. F: You're quite wal:;oma. The pleasure is mine. M: Lei's oiart with your firs\ name. That's a Spanish name, isn't it? F: That's right. My mom is from Costa Rica and her name is Graciela, and her mother's name was Gracie.la, loo. I gueGS the name Graciela is a family tradition now. M: Ware you bom in Costa Rica? F: No. Actually, P was born in London. My moth.er want there to teach Spanish at a British university. My dad is British- ha was a Spanish !aachar at lhesama uniV01Sfty. They got married, and she stayed. So I was born in London. F: very interesting. So when did you coma lo the U.S.. Ms. Boyd? M: The family moved hara when I was four years old. My mother and father both teach at a uni\raraity hara in Boston. My little brother Max was born hara. M: So you grew up here In Boston. Thaf's why you sound like an Amarican. F: True. M: And finally, where did you go to school? F: Heie in Boston. Rght now I'm studying al Harvard University­ [' m graduating in May. Theo l' m going lo maclical school. I want to be a doctor. M: That's great! Congratulations! And thanks. for taking time to talk with us at. /l's Your Life.

e 6

Learning Strategies

Pair work Sugg_ested teachirig time;

4-5 minut�

Your actual te:ac.hing time.:'

• Encoura9e students to give answers with extra information; tor example, I grew up In [Smithtown). • Have students report about their partner in small gr9ups or in front of the class.

• Move around the room and make sure they are pronouncing the words with diphthongs correctly: b� R.2:t, FIQYd, Tewn, RQYal.

UNIT 14, LESSON 1

T112

www.frenglish.ru

7 -�

Vocabulary

Suggestl!d

teaching timt;?:

I

6-8

minutes

Houston.) Where is Uma? (In Peru.) Where Is New York? (In the United States.) Are they good friends? (No. I Not really.) Where are they now? (In Houston.)

Youra(tual teach,ng trme:

2 ..,isas] Rhythm and intonation

(!)vocabulary Flash Card Player • Have students listen and re;,d the words. Then have them listen and repeat chorally.

• To test comprehension, ask students to think about each academic subject and, in pairs, make a list of related words they know. Wrlte·examples on the board: Arcl,itectvre: architect, bvi ldi119f, draw

Law: lai,,,yer, covrt.j11d9e

• Walk around as students make their lists and provide help as needed. • Call on pairs to say their words. Write the words on the board. (Possible answers: 2 Medicine: doctor, nurse, hospital, ailment. 3 Psychology: doctor, think, problems, help. 4 Business: office, manager, money. 5 Education: teacher, student, study, subject 6 Engineering: engineer, buildings, make 7 Mathematics I Math: t-eacher, numbers, count. 8 Information technology: computer. 9 Nurs.ing: doctor, medicine, hospital, ailment. 10 Architecture: architect; buildings, draw)

Suggested teaching time:

3

(+5-10 minutes)

Language and culture • In British Engllsh1 the alternative term for mathematic! is maths.

L

11 1ll'lljl!ijij:jl1Get to know someone's life storyI 1

Conversation model Suggested t:eac·hrng time:

4-S mJnu'tes

• To prepare students for lthe listening, point to the pihoto and ask them to make guesses about the people; for example, Who are they? (Possible answer: students.) Are

they friends? Where are they now? Where are they from?

• After students read and listen, ask questions to check comprehension; for example, Where was she born? (In Lima.) Where did she grow up? (In New York.) Where was he barn? (In Houston.) Where did he grow up? (In

T113

UNIT 14, LESSON 1

Your actual teaching Lilne;

Where does your family five? What do they do? When did you move? Do you like it here?

· Model the conversation with a more confident student.

T: Where were you born? S: In [Colombia]. T: And did you grow up there? S: Yes, I did..And you? T: Well, f was born in [Cafifomia]. S: Did you grow up in [California]? T: Yes, I did. S: And did you go to school there? T: No, I didn't. I went to school in New York. S: Whot did you study?, etc.

· Be sure to reinforce the use of the conversation strategy; for example, make sure students ask And you? to focus the conversation on their partners.

• Walk around the room and listen in on the conversations. Encourag e students to use the questions in the Recycle _ box and on the board to extend their conversations. Encourage students to use the correct rhythm and intonation.

e 4

Conversation Activator Pair Work Cards

Change partners Suggested

'r'ou r .actual teac_hrng time..

This conversation strategy is implicit in the model: • Use And you? to show interest in another person.

7-10 minutei

DOllSTOP! Extend the conversation. Before students begin their conversations, write the language from the Recycle box on the board. Brainstorm with 'students additional que.stions they can ask in their conversations; for example, How many sisters and brothers do you have.?

Option: (+5 minutes) As an alternative, have students form

Option:

Conversation activator SugQested teaching time:

What do you do? What are you studying. now? Which academic subjects did [do] yau like in school?

[a brother]? What does I di.d [your brother] study? Where did [he] study? When did [he) graduate? What does [he] do?

Your actual teaching Lilne;

• Have student� repeat each line chorally. Make sure they: .,. use falling intonation for Where were you born? P use rising intonation for And did you grow up here?, And you?, and Did you grow up the rel

• To practice, say a sentence about yourself. When I was in school, I loved [math and science]. Then ask various students questions to prompt use of the academic subjects vocabulary; for example, What did you study?

groups of three and take turns asking one �nether about what their friends and family studied (or study now) and what they do now (occupation); for example, Do you have

3 m1nute1

teachln9 lime!

4-S mfn-ute1

Y.a ur actual tl?aching time!

· Have·student� take notes about their partners.

'To review, ask students to share the information they learned about their classmates with the cl ass.

1£jj:1:ti

e

Workbook or MyEnglishl.ab Speaking Activities: Unit 14, Activity 1

www.frenglish.ru

-1

1-------=--

•

1 \��

CONVERSATION 4 Vocabulary

Sugge.sted te�chlng timet

5-J

mln\jtes

Yctur"actual teac.hing ume:

0vocabulary Flash Card Player

'Hello. HI, Barbara. Mom he<e. Are you busy? HI, Mom. Whal lime is ft? One o'clock. Are you still in bed? Yeah, Mom. I got home really lale last night.

CONVERSATION 5

• Give students a minute to study the pictures. Then have them listen and read the verbs and phrases. • Have students listen again and repeat chorally.

• Direct attention to the Also remember box.

• To check comprehension, ask students questions to personalize the vocabulary; for example, Do you travel often? Where do you go? Who do you go with? When do you travel? Do you like',to relax on the· weekend? What do you do? What

time do you get up? Do you hang out with yourfamlly?

M: Helb?

�=

Hi, Haivey. Where are you?

M: Actually, we're in the c,1r. We're driving all Ihe way lo New

York. The kids are both wfth us.

F: Wowl When are you coming back?

M: In about two, weeks.

3 Grammar Suggested leaching time;-

10-15 m1nu.tei

Yourac.ttJal [email protected] tune:

• Write the following sentences on the board! and tell

students that both sentences refer to the future. 1. I'm 9 oi,,9 to the ,.,,ovierto,.,,orrow. Z. T',.,, 9oi,,9 to 90 to the moVief.

Option:

8-10 minutes

Your actual.

!'@aching time:

• First listening: To focus attention, pause afte.r the first conversation. Say What words tell you that Charlie Is ·doing nothing? (Not much. I Just sitting he_re. / Looking out the window.)

• Second listening: Have students listen and complete the sentences.

Option;

Fl: Fl: Fl: Fl: Fl:

(+5 minutes/ Before fc)laying the audio, take a few

minutes to review the present continuous forms of the verbs. Write subject pronouns on the board: I l,e rhe we they yov Point to one of the pronouns and say one of the verbs from the Vocabulary or from the Also remember box. Ask a student to make a sentence with the present continuous form of the verb.

AVDIOSCRIPT CONVERSATION 1 M: Hello?

F: HI, Charlie. Sarah. Whal are you doing? M: Actually, not much. I'm j'ust sitting he<e looking out the winoow.

CONVERSATION 2 F: Helb'1

M: HI, Rachel. This is Clark. What's up?

F: Oh, heyl My friends Claire and Mallory are here. We're rust

sftting around.

CONVERSATION 3

M1: Helb. Pele here.

Ml: Hi, Pele. Ke n. Ella said you called. M 1: Oh, yeah. Thanks for calling back. Joanne and I are goJng fi shing on Saturday'.. Do you and Ella want to come, loo? M2: Thal sounds greatl

• Point out that sentence 1 uses the present continuous plus a time word. Point out that sentence 2' uses the following structure to talk about the future: be going to+ base form of a verb. • Direct attention to the affirmative statements in the left side of the box. Have students read the examples.

• Write the following verbs and verb phrases on the board: 90 to a concert, make dinner, do the lavnd ry, ltlafh tl,e dirl,ef1 fake tl,e trai,,, rt11dy1 9radvate1 move to New York, pai,,t a picture, read a book. Have students take turns expressing future plans with be going to and the verbs. Listen for the complete phrase be going to. • Direct attention to the negative statements on the right, and have students read the exampl�s.

• Have students read the small box on contractions on the right. Write on the board fle if ,,ot 9oi,,9 to 90 ca,.,,pi,,9 thir weeke,,d. Erase the i ln is and r·eplace it with an apostrophe s9 that the sentence now reads fleL'.ltl � to 90 campi,,9. Next to this new sentence write 90199 to 90 campi 'l9· fie

iso't

• Call on students to make negative statements with be going to and the verbs on the board. For each verb, have them use the uncontracted form and both neg.ative contractions; for example, He is not going to go to a

concert. He's not going to go to a concert. He isn't going to go to a concert.

• Direct attention to the yes/ no questions and short answers in the box, and have students read the examples. Point out that the short answers to yes/ no questions include be and ,not the base form of the verb: Yes, she� No, she 11n't. -Ncit Yes, 11ie11ge,'FIY / No, she iJ1r't geing. • Ask various students ,questions with be·going to+ base form. Encourage them to use short answers. Examples:

Are you going to study English next year? Are you going to move to a new country?, etc.

e

Inductive Grammar Chart.s

UNIT 14, LESSON 2

T114.

www.frenglish.ru

4

Grammar practice Suggested �ilchlng tlme.;

4-S mJnu�-l

3 Conversation activator

You-ractual teac._hlng Ume:

• Do the first item with th,e class. • Move around the room as students write the senternces and offer help as needed. • Have students compare their answers in pairs. • To review answers, have students read their sentences aloud. • To check answers, have students who finish quickly write one of their sentences on the board when they complete the exercise. Students should add a sentence only if it isn't on the board yet or i f they have written the sentence a different way. Correct the sentences on the board as a class.

Language and culture \ • Note that going to in be going to is eften pronounced � /gt.na/; for example, I'm /gAna/go to bed. However, going to in the present continuous as In I'm going to bed is never reduced to /gt.na/. It can, only be reduced'to /goo!N ta/.

Oe

u11 111111M/1ois,uss plansI

1 ·�zzsl Conversation model ·S

Yo-ur actuai tHc.hin_g time:

Conversation Activator Video

• Note: You can print the script or you can show a running

transcript on the video player on the ActiveTeach. The

script also appears on page 184 of this Teacher's Edition.

DOl'TSTOP!

Extend the conversation. Prepare students to continue the conversation by reviewing the question and time phrases in the Recycle box. Brainstorm with students other future time phrases students know and write them on the board; for example, "e;,,tyear, "ext mo"th, after rcl,ool, ofter work, i" a m<>"th, i" a week. • For more support, play the Conversation Activator Video before students do this activity themselves. In Scene 1,

the actors use different words in the gaps from the ones

in the Conversation Model. In Scene 2, the actors extend the conversation. After each scene, ask students how the model has been changed by the actors.

· Model and extend the conversation with .a more confident student. Encourage the student to use the photos and language In the Recycle box and on the boar<;! to create a new conversation. For example:

11

minutes

7-10

,nin.utes

• Have students study the photos. Ask them to tell you what the people are doing in each photo. (They're going for a drive. I Hoe's cleaning the house. I He'.s going fishing. I He's watching TV. / He's relaxing.)

Extra Grammar Exercises

Suggesti=d I teaching tim':!:

O

Suggested teac hlng Um@:

Your actual teach,ng trme:

A: Any plans for after class?

B: Not really. I'm just going to watch TY. And you? A: Actually, I'm going to .go for a drive. H'ow about this weekend? Do· you have any plans?, etc.

This conversation strategy is implicit in the model: • Use Not really to soften a negative response. · Point out that B pronounces gomg to as /gr.na/ in I'm just going to hang out with friends. Tell students to listen for this pronunciation.

· Be sure to reinforce the use of the conversation strategy; for example, make sure students say Not really casually and without emphasis, to soften a negative response.

• After students listen and read, ask Do the women have plans for the weekend? (Yes, they do.) Are they going. to do the same thing? (No, they aren't.) Is one. woman going to go fishing? (No, she Isn't.) Is she going to go camping? (Yes, she is.) Is the other woman going to play soccer this weekend? (No, she isn't.) Is she going to hang out with friends? (Yes, she is.)

· Move around the room and listen in as students work in pairs. Be sure students use the correct rhythm and

Language and culture • It is common and natural in spoken English to shorter yes/ no questions.with a.you subject: Any plans for the weekend? (Do you have any plans for the weekend?)

2

L

� Conversation Activator Video Script; Conversation � Activator Pair Work Cards

4

Change partners Sogge.sled teac h1ng time:

4-!i ,..in.ute1

Your <Jctua.l teaching tiine::

• Have students stand up and find another partner. Make sure they switch roles so that they practice both asking

and answering questions about future plans.

·��221 Rhythm and intonation Suggested teaching tim':!:

2-3 minutes

'louradual teaching time:

• Have students repeat each line chorally. Make sure they: •> use rising intonation for Any plans for the weekend? • use rising intonation for And you? • pause slightly after Actually.

T115

intonation.

UNIT 14, LESSON 2

•£0:�H

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Workbook or MyEnglishlab Speaking Activities: Unit 14, Activity 2'

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Vocabulary Sugge.sted

teo1chlng timet

3-4

mln\jtes

YQUt"ilctual

teac.hing ume:

0vocabulary Flash Card Player • Give students one minute to study the pictures.

• First listening: Have students listen and read the words and phrases. • Second listening: Have students listen and repeat chorally.

2

\�5:M

Listening comprehension

Sugge.sted

teo1ching time;

5-J

mln\Jtes

YQUt"ilctual

teac.hing ltme.:.

• Play the recording for the first person on the audio. Then ask students to read the answer in the book. (She'd like to get married.) • Have students listen and complete each of the sentences in their books using the lesson vocabulary. Stop the recording after each person speaks to give students more time to think and complete the sentences. • To review the answers, ask students to say the complete sentences.

AUDIOSCRIPT PERSON l F: I met Kevin last year al a party. I think he is a wonderiul man and I really want to be his wtte.

PERSON 5 F: I gave money last year for the children's hospital. I t made me feel good. I want to do that again this year and every year tt I can. PERSON 6 F: I'm 63 years old and I'm tired of working at the bank. I want lo stay home now and spend my free time at home. My husband and I love to cook, so we can speod all day in the kitchen. PERSON 7 M3: My wtte and I got married last year. We have a big house. and we want a large family. PERSON 8 F: Where do I want to go? The question is Where don't I wanl to go? Japan, India, Africa. Asia. other places tool

3

Activate vocabulary .Su99.ested tea
4-5

minutes

Youractual I

tea�'3in9 ti1ne:'

• Have students write a checkmark (I') next to the things they'd like to do in the future and an X next to the·things they wouldn't like to do. If students don't know what they want to do, ask them to imagine,

,,.,i,.,

CQr. Ask • Write on the board: I'd like to buy Q students to identify the infinitive. Ask volunteers to offer sentences about what they would like to do in the future. Have students write their sentences on the board. Make sure each sentence contains an infinitive.

• Walk around and provide help as necessary.

PERSON 2 M: My·grandma is 99 years old. I want l o live to be 99 tool PERSON 3 F: I'm a student now, and I'm studying law. la� make a lot of money, so that's a good-Career for me! PERSON 4

M, I'm a lawyer, bul I don'l llke my work. Next monlh I'm going to study education. In two years. I 1hink I can get a job as a teacher at the law school.

UNIT 14, LESSON 3

T116

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4

3

Vocabulary practice Suggested �ilchlng tlme.;

l-S mJnu�-l

You-ractual teac._hlng Ume:

• Have students look back at the dreams that they checked on the previous page. Do the first item together. Remind students to use I'd like to at the beginning of the sentence.

5

Pair work Suggested t:eac·hrng time:

-l-5

mJnu'l:e.s

Your actual leaching t:imeJ.

Suggested teac hlng Um@:

(+5-10 minutes) To extend the actlvity, have students tell the class how their partner answered the survey; for example, Martha would /Ike to study Chinese ond travel to

1

your dreams for the futureI

\�§W Conversation model Suggested t:eac·hrng time:

3-4 mJnu'te.s

Your actual teaching time;.

These conversation strategies are implicit in the model: • Use Well and Actually to explain or clarify.

• Direct attention to the photo. Say These people are

colleagues. They are talking about thelr dreams for/he future.

Yo-ur actuai tHc.hin_g time:

· Model the conversation with a more confident student.

Ask additional questions about dreams for the future and encourage the student to do the same. For example:

A: So what are your dreams for the future, [Biii]? B: Well, I'd like to get a new job in architecture. What about you? A: Mel Actuallr, I'd /Ike to study nursing. B: No kidding! Would you like to travel? A'. Yes, I'm going to see the Tai Mah.al. B: Sounds great!

·option:

China. She'd like to.gra-cluate in two years. Then she'd li.ke to get a job. And she would like to ge.t married and have chi/.dren.

5-7 ,nin.ute.s

DOl'TSTOP! Extend the conversation. Tell students to ask additional questions, using the ideas in the Don't stop! box and the Vocabulary on page 116.

• Have pairs of students compare the dreams they wrote on the notepad above. Tell them to talk about their dreams for the future with their partner. Then haye them report to the class.

l,lll'!l1('Ul%jllshare

Conversation activator

• Be·sure to reinforce the use of the conversation strategies; for example, make sure students pause after actually. • Remind studenis to

use the phrases in the Recyde box.

• Provide feedback on student conversations by moving around the room and listening in. Encourage students to use the correct rhythm and intonation.

e 4

Conversation Activator Pair Work Cards

Change p artners Sugge , sted i:uchlng time:

5

m1n·utJ?-s-

Yo:uractual lea'ching tlmei

• Make sure students switch roles when they change partners so they practice all parts of the conversation.

· To review, have some students tell the class about their partner's dreams for the future.

· After students read and listen, ask What would Person B like to do in the future? (He would like to get married and have children.) What would his colleague like to do? (He'd lik.e to study art).

•EO;Ui

2

@Speaking Activitie5: Unit 14, A,tivity 3

(t:!5iJ3! Rhythm and intonation Suggested t:eac·hrn_g time:

2-3 mJnu·te..s

Your actual teachrpg t-im.l!l

· Have students repeat each line chorally. Make sure they: ·• pause after Well and Actually. � stress the word and in I'd like to get married and have

children.

T117

UNIT 14, LESSON 3

Workbook or MyEnglishl.ab

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3

Suggested te.Jch.1ng tJme:

Reading

Sugge.sted teiSchlng timet

10-15 mln\jtes

Yctur"actual teac.hing ume:

· Focus attention on the titI e and the pictures. Point to the pictures and say This is Houdini. You're going to read about

his li(e story. • Pre-re:ading: To practice the reading strategy of scanning, have students read quickly and underline the dates in Houdini's life story. Call o,n various students to read tlhe sentences from the text in which the dates appear. • Then have students read the article silently. • To check comprehension, write the following statements .on the b oard. Ask students to say if they are true or false and correct the false statements. Houdini was a famous escape artist. (True.) Harry Houdini's req/ name was Robert Houclin. (False. His name was Ehrich Weisz.) Houdini married Bess Raymond, (True.) Houdini and his wife had many chlldren. (False. They didn't have children.)

In one fam@us escape act, Houdini escaped from chains uriderwatel (True.) Houdini died in 1952. (FaUse. He died in 1926.) Option:

For a challenge, have students read and listen to the first two paragraphs. After each paragraph, have students close their books and tell you what they remember from the paragraph.

2

Pair work

(+IDminutes)

10 mlnu�e-s

Youractual• teaching time:

• Brainstorm a Ii.st of questions that students can use to tell their life story. Write the questions on the board. For example:

Where lvere yov bor11? /iot,., mar,y people are i11 your family? What \,,105 yovr family like? Where did yov 9ro\,v vp? Where did yov 90 to rchool? What l,vovld yov like to do i11 t1,vo orth ree ye arr? What \,vere ycvr favorite academic w bj ectr? What lvovl.l yov like to do i11 the fvtvre? What ore yov 9oi,..9 to do 1,vhe11 yov 9radvote?

• Give students a few moments to think about their life story and ma�e notes of important dates and events, based on the questions on the board. Then put them in pairs to tell each other their lrfe story.

Option; (+l·Ominutes) For a challenge, ask students to research the life story of a famous person outside of class. Choose students to present the stories to the class. Option:

GRAMMAR BOOSTER

(i)Q

(+15 minutes)

Top Notch Pop Song Video and Karaoke Video

Reading comprehension SuggeJted teaching t,m E•:

s·

mTnu1@s

Your ac.lual teac.htng time:

• Review answers by having students take turns reading the statements. Have students read aloud the sentence in the text that supports each answer.

Option:

(+10-15 minutes)

As a challenge, work with the whole

class to tell Houdini's life story. Have students create a time line by writing Houdini's life events on the board. Then have them use the time line to summarize Houdini's life and tell his life story.

Option: (+15 minutes) If students have access tQ computers, have them do an Internet search to look for the answers to the questions they wrote in 10 Challenge. Encourage students to write the answers and prepare to present tlhem to the class at another time.

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Extra Reading Comprehension Exercises

learning Strategies

UNIT 14, EXTENSION

T118

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�Digital Games

Before the first activity, give students a few minutes of silent time to review the photos.

Pair work Suggested t:eac'hrn_g time;

s-,o

minlfteu

Your .actual teat-h1p_g timE

· Prepare students for the activity by asking them to think of one or two questions about Miranda's life. Point t o the pictures as· a prompt, �nd write the questions on the board.

• Put students into pairs. Have them take turns asking and answering questions about Miranda'.s life in the past, present, and future. P oss ibl e responses . . . ------------ --. When was Miranda born? Was ,he a pretty bal>y? Did she grov, up In Atlanta? Where did her famil� move• When did they move• Was ,he a happy child? Where did ,he go to school? When did she gr a do ate• What is her occupation? Where does she live now? What •,vould -she

like to do in the future?

To review language about appearance and clothing from Units 6 and 12, have students describe Miranda's appearance In each picture.

Option:

(+5-10minutes)

Tell a story Suggoltod

teaching time:

minutes

Your actual teac.hin9 Um@!

• Encourage students to me their imaginati.o n to tell the story. Tell them to add details where they can.

Have students write Miranda's life story on a separate piece of paper. (+5-/0mlnutes)

As an alternative, have students work in groups of three. Tell them to make a time line of · Miranda's life, using the pictures and their imagination. Then have them use the time line to give a report about her life to groups or in front of the class. Encourage students to as. k follow-up questions; for example, How old is she going to be when she gets married? How many children is she going to have?

Option:

(+10-15 miQute,)

P oss ibl e response . . . --------------. lv1ir.1nda \Vas born in 1993 in S.an Antonio. She was a beautiful baby.

and herparen-ts were very happy. Her family moved to Atlanta in

1995_She grew up in Atlanta. She lived in a big, white hou,e_She wa,·a happy child. Miranda went to Millerton State Business College in La, Vegas. She was• good student and graduated in 2013. Today, 1he's- an engineer. She lives ln Los Angeles. Next year, she'd like to get married. She also want, to start a family. She'd like Ito have children In three years.

T119

UNIT 14, REVIEW

Suggested teac hln9 lime!

10 mfn-ute1

Y.a ur actual tl?aching time!

• Students can use the notes and questions they prepared in the Pair Work activity on page 118. • Model the activity. Talk about some events in your life, and write several sentences on the board. For example: I \oVaf bor,, ;,., Detro it, Mid,i9a,,.T 9rew vp ;,, Lor A119elef \oVitl, my brotl,er a11df ifter.They \oVe11tto rchool tl,ere 1 bvt I \oVe 11tto rchool i,, )a11ta Moriica. I had a lot of tri e,,df i 11 f cl, ool, a 11d J \oVof very l,ap py. J liked to l,a,,9 o vt\oVitl, my frie,,df,a"d \oVedid ma,,y thi 119rto9eii'l,er.We playei:! ball, \oVe \oVe11t bike ridi ,,9 , a,,d \oVe ofte,,\oVe'ltcampi119a11d f i r,l i"9 ... · You may want to have students write their life stories and post them on the .classroom wall for others to read. They can also add photos. To challenge students, have them interview their classmates and take notes o,n the answers. Tell students to ask questions about past events, what is happening now, and plans and wishes for the future. Examples: When did you come to this city? Where did y0u go to school? W/Jat do you do in your free time? Do you hang out

Option:

(+15-20minutes}

with your friends on the weekend? Wlrat are you going lo do after you team English? What would you J;ke to do next year?

e

Tell students to write the story of their classmate's life. 5..;10

• Ask students to study the pictures and information about Miranda's life and then work together to tell about her important life events. Call on one student to begin. Call on different students to add to the information each previous student gives. For example: Student 1: M,randa was bom in 1993 in San Antoni 0. Student 2: Her family moved to Atlanta In 1995. Student 3: She· grew up in At/an.ta.

·option:

Writing

Writing Process Worksheets

Option: Oral Progress Assessment Use the photos on page 1l9. Enrnurage students to use the language they IE!arned from the unit Have the student tell y.ou Mirand)r's·life story (or his or her own life story). Evaluate students on intelligibility, fluenc)'j correct use of target grammar, and appropriate use of vocabulary.

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Oral Progress Assessment Charts

Opllon:

WRITING BOOSTER (Structured support for

preparing writing)

itO;i:H

On the Internet: · Online Teaclter Resources: pearsonelt.com/topnotch3e/

Additional printable resources on the ActiveTeach: • Assessment · Just'for Fun • Top Notch Pop Song Activities • Top Notch TV Video Program and Activity Worksheets • Supplementary Pronunciation Lessons • Conversation Activator Video Scripts • Audioscripts and Answer Keys • Unit Study G·uides

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Units 8-14 REVIEW 1 ·�jJzi Listening comprehension Sugge.sted [email protected]'c.hing �fme . :

9-12 minutes

Your.actual teaching tinie:;

This activity reviews: questions with where in the simple present tense; prepositions of place; names of buildings (Unit 8). • Before students llsten, have them study the pictures and identify the place in each picture. Then have them read the questions. • First listening: Have students listen and check the conrect picture. • Second listening: Have students listen again to confirm their answers. • Review answers by asking. students to say .a orb as you read each question.

Option: (+5-IOmlnutesJ Challenge students by asking them to give complete answers to the questions. (Possible answers: 1 He lives in an apartment. 2 He works in his apartment. 3 She works in an office. 4 She teach'es at the airport. 5 She works at a hospital/ at the East side. Hospital. 6 She works in her house.) Option:

To challenge students further and to review vocabulary and negative .statements, ask students (+5 minutes/

to look at the pictures they did not check and make negative statements about them. (Possible answers: 1 He doesn't live in a house. 2 He doesn't work in his house. 3 She doesn't work in/ at the train station. 4 She doesn't teach at a school. 5 She doesn't work ln a restaurant. 6, She doesn't work in an office.) AUDIOSCRIPT

CONVERSATION 1 F: So wheredo you live? M: Me? I live in an apartment building on CenterSlreet. CONVERSATION 2 Ml: Whal do you do? M2: I'm a wrtter . Ml: Do you have an office? M2: Nol really. I work al home in my apartment CONVERSATION 3 M: Where do you live? F: I live in an apartment building on Sutton Place. M: And is your office near your home? F: Yes. The office building is righl around the comer from lhe Irain station.

CONVERSATION 5 M: Are you a chef? F: Yes, I am. But I don't work in a restaurant M: Really?Wharado you work? F: I work at the Eastside Hospftal. M: You work al a hospftal? F: Yes. I'm the chef in the hospftal kftchen. We cook for lhe patients and cbctors. CON VERSATl ON 6 F: Wheredoes your daughter live? M: M y daughter? Shaand her husband live in Canada F: Really? Wha1 do they do? M: They're both cbctors. They have a big house. and their office is in the house.

2

Vocabulary I grammar practice .Suggested �a,Jun� time:

9-l2 minut@$

Y.ouractu.il 1:ea'chln.9 trme.±

This activity reviews: names of rooms, furniture, and appliances; There is ·and There are (Unit 8). • Before. students complete the e-mail, have them take a minute to study the picture. • Ask students to name the rooms, the furniture, and the appliances in the picture. Help students recall the names i f needed. • While students complete the exercise, write the numbers 1-16 on the board. • As students complete the exercise, have them come to the board to write the answers next t o the .appropriate numbers. • Review answers by checking the words on the board with the class.

Option:

For additional practic,e, have students draw a diagram of their own ·apartment, room, .or house, Including rooms, furniture, and appliances. Ask students to show the diagram to a partner and, using the e-mail in the book as a model, talk about their diagram. (+5-IOminutes)

Option: (+5 minutes) As a challenge, bring In pictures from magazines. Give pictures to pairs of students, and have· them work together to describe the pictur,es. Pairs can then form groups with other pairs to talk about their pictures. For students who feel more confident with the grammar and vocabulary, give a different picture to each student tq describe to a partner.

CONVERSATION 4 Fl: Are you a teacher? F2: Well, aoluall y, yes, I am. Fl: Wherecloyou teach? F2: At the airport We have a class for pibts thera, near their work Fl: How interesting!

UNITS 8-14 REVIEW

T120

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3

5

Grammar practice Suggested �ilchlng tlme.;

9-12 mJnu�-l

You-ractual teac._hlng Ume:

This activity reviews: Questions with Where and What; Is there . ..? and Are there ..• ? (Unit 8). • Model the first item or two with a more confident student in the class. For example:

T: Where do you live? S: / live In an ap'Ortment. T: Where is the apartment? S: It's on Bleeker Street.

• Have students write the questions and then find a partner to complete the activity. (Possible questions: Is there a train station near your office? Are there restaurants in your neighborhood? Where do you go shopping? What do you do? Where do you work?) • Tell students to read over their questions and answers to

make sure the capitalization and punctuation are correct.

· Review answers by having pairs of students read the questions and responses aloud.

Option: (+5 minutes) Have students write their questions on the board. ·Correctthe questions. Then have students in pairs ask and answer the questions.

4

Grammar practice Suggested �ilchlng tlme.;

8-9 mJnu�-l

You-ractual teac._hlng Ume:

Conversation practice Suggested teac_hing time;

10-15 minute!

Yourac;lual te_ac..htng tim.e:

This activity reviews: locations (Unit 3); places in the neighborhood (Unit 3, Unit 8); buildings, rooms, furniture, and appliances (Unit 8); There is and There are (Unit 8); information questions and yes/ no questions with the

simple present tense (Unit 6, Unit 7, Unit 8).

• Write the three topics In the Ideas box on the board. Brainstorm questions students can ask and the language they can use to answer them. Write the questions on the board. For example: Locafto,, of' yovr home, rcJ..ool, a,,d lvorkplace: 'where doyov lvork? (In an office.) 'wJ,ere ir yovr office? (It's near the museum.)

Placef iri yo·Vr ,,ei9hborhood: 'what\ your ,,ei9J..borhood like? (It's great! There are restaurants and stores. There's a subway near my apartment.) Dercriptio,, of yovr home: 'what'r your apartme,,t Ii ke? {It's big. It's beautiful.) Ho1v ma"y roomf are there? (There are three rooms. Th·ere's a large kitchen, a bedroom, and a small bathroom. There's also a large living room.) h there a balcoriy? (No, there isn't.)

• Remind students to use the example questions on the board and the questions lhey wrote in Grammar Practice 3.

This activity reviews: Simple past tense questions and answers (Unit 11).

· Have various pairs role·play their conversations in front of the class.

• Review answers by having pairs of students role-play the conversations for other pairs of students.

Option: (+5-IOmlnutes) As an alternative, have students

Option: (+5 minutes) For a different approach, have students role·play their conversations for the cla.ss. Encourage students not to look at their lines as they role-play. Tell them to read their line to themselves quickly, then look up and say the line to their partner. Correct for rhythm, Intonation, and expression, as well as accuracy.

T121

UNITS 8-14 REVIEW

practice the conversation by talking to three different partners and comparing answers.

Language and culture • Remind students about polite ways to respond to people to keep the conversation going; for example, in response to· I have a big apartm'ent. I Jive In a nice

neigllborho od, a polite response mightbe: Sounds

L

nice. / That's great. I That's good. / No kidding. In response to I have an ugly apartment. I live near, an airport, a polite response could be: Really? I That's lo(! bad. I Oh; I'm sorry. I Oh, no. I That's too bad.

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6

7

Grammar practice S,uggested te�ching timet

10-15 mln\jtes

Pair work

Youra.clual teac.hing ume:

This activity reviews: present continuous (Unit 9 and Unit 10); simple present tense (Unit 7 and Unit 1 O); daily activities and household chores (Unit 7); simple present ·tense with like, want, need, have (Unit 6). • Give students a minute to read 'the telephone conversations. · Point out the. words usually and often in the first conversation. Review frequency adverbs with the simple pres·ent tense. Review other adverbs used with the simple present tense; for example, always, never, sometimes, on

.Suggested teaching dme,

• Divide the clas� into two groups: Partner A and Partner B. Pair students from each group. • Remind students not to look at their partner's picture, • Model the conversation with a more confident student. Encourage the student to ask a variety of question types about the picture. For example:

A: B: A: B: A:

• Point out the words right .now In the second conversation. Review time expressions used with the present continuous; for example, this week, todar, this year, etc.

• To prepare students for writing the simple present tense, review the simple present form of the verb with he and she. Erase the participles from the board, Ask students to say and write the simple present tense forms for he I she next to the verbs on the board: "'1arJ. (i.vorJ. er) eat (eotr ) take (taker)

9et (9 eh)

drive (driver)

Yo·u r ac tuaJ teac hfng time.:

This activity reviews: T/Jere is and There are (Uni.t 8); count and non-count nouns (Unit 1 O); How many a1nd Are thue any (Unit 10); How much and Is there any? (Unit 10).

Sundays, every day.

• To prepare students for 'writing the present continuous, review the formation of the present participle. Write these verbs on the board. Ask students to say and write the pres·ent.participle form: "'1arJ. (i.varJ.iri9) eat(eatiri9) take (tokiri9) 9et (9ettiri9) drive (driviri9)

s

mlnute.l

Are there any apples on yo!lr table? No, there a.ren't. Is the.re any milk on your table? Yes, there is. What about you? No, there isn't. How much milk is there on your table? There's one carton of milk. Is there any sugar.on your table?

' Move around the room as students practice, and offer help as needed.

8

Grammar practice suggested teacl11n9 tT1ne�

ft-10 minutes

YP u r l!c. ,tu.i I teach1n9 Hme:

This activity reviews: Information questions and yes/ no questions with the simple pr.esent tense (Unit 6 and Unit 7); information que.stions and yes/ no questions with the simple past tense (Unit 11); can and can't for ability (Unit 13). • Model the first item with a more cqnfident student in the dass. Take the role of A Review the answer first. • Have students read each answer before they write the question. Te)I them to pay attention to the verb·and tense used in the answer in order to write the matching question correctly.

• Erase the verbs from the board, and have students complete the exercise independently.

• To review, have pairs of students read the conversations aloud.

• Review the answers by having students read the conversations aloud.

Option:

Option., (+5 minuter) To confirm correct spelling and subject I verb agreement ot the sentences in the

conversations, ask students to write the verbs from the· conversation on the board, and correct them as a class.

(+5 minutes) For further practice, have students read their questions and practice responding with short answers. (Possible questions and answers: 1 A: Where do you usually eat lunch? B: At the office. ·2 A: Where did Dana and Eric go? B: Te Colorado. 3 A: How much milk do we need? B: Two large containers. 4 A: Who teaches math? B: Sally. Or A: What does Sally teach? B: Math. 5 A: Where was Madhur born? B: In India. Or A: Who was born in India? B: Madhur. 6 A: Can you sing? B: No. 7 A: Are you going to graduate this year? B: No. 8 A: What happened? B: She bfoke her leg. Or A: What did she break? B: He.r leg. 9 A: Who's that? iB: Scarlett lohansson. 10 A: Can your parents speak Arabic? B: Yes.)

UNITS 8-14 REVIEW

T122

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9 -�

Listening comprehension

Suggestl!d

teaching timt;?:

I

S-10

Youra(tual I teach,ng trme:

m1nu.tes

This activity reviews: time ex:pressions (Unit 9); present continuous (Unit 9); past tense of be (Unit 11); simple past tense (Unit 11); be going to.+ infinitive (Unit 14). • First listening: Have students check the correct coluimn. • Second listening: Have students listen to confirm answers.

Option: (+ s minutes} An alternate way of checking responses is to make a chart with two columns on the board: expreni "9 �mpatJ..y and ma ki"9 r1199ertio'1f· As students read their conversations, write the <;lifferent expressions of sympathy and suggestions in the appropriate column. Ask students to add t o the chart if appropriate.

11

• Review answers by asking students to say past, present, or future for each item. AUDIOSCRIPT

CONVERSATION 1 F: What a beaulttul dayl M: tt is. But it's a little hol. F: Reelly? It's nevertoo hot for me! CONVERSATION 2 M: When did your molher see lhe doclor'I F: last week. M: What did he say? F: Hesaidshe wasmuch better.

Conversation practice Suggested teac hln9 time!

10 mfn-ute-,,

Your actual tl?aching time!

This activity reviews: Adjectives to describ� appearance; be and have to describe people (Unit 12); abilities (Unit B); life events and plans (Unit 14); academic subjects (Unit 14). · Give students a few minutes to look at the information in the Ideas and Recycle boxes. · Model the beginning of the conversation with a more

confident student. For example:

T: Tell me ab ·out your parents. What do tney look like? S: Well, my mother is tall. She has straight blac.k hair and

blue eyes.

CONVERSATION 3

T: Is your father tall, too? S: Yes, he is. He's very tall. He has curly gray hair and

CONVERSATION 4 F: What are your kids doing on Salun::lay? M: They'regoingcamping.

T: S: T: S:

M: What are you doing? F: Right now? I'm washing the dishes.

CONVERSATION 5

M: Are you going to leave for the airport al four? F: Yes. Do you think !hat's too late?

CONVERSATION 6 F: Where were his parents born? M: In Vielnam.

10

Vocabulary I grammar practice Suggested t:eaC:h1n9 time:

7-10 mJnu·te..s

Your .olclual leae-hrpg t-ime1

This· activity reviews: Accidents, injuries, and ailments; expressing concern and offering advice; should and shouldn't (Unit 12). • Give students a few minutes to read the problems.

• Do the first item with the class. Tell students that there will often be·more than one correct response. Call o n various students for other responses to the first item. (Possible responses: Tha,t's too bad. You should lie down. I'm sorry to hear that. You shouldn't go to class.) • Revlew the answers by having various pairs of students read their conversations aloud.

T123

UNITS 8-14 REVIEW

brown eyes. And he has a beard. What do your parents do? My fathers a lawyer. My mother is also a lawyer. Would you like to be a lawyer, too? Oh, no. I wouldn'L I'm going to study .computers.

• If possible, pair students with partners they have not worked with. • Encourage students to offer extra information and ask follow-up qu�stiom. · Have various pairs role-play their conversations in front of the class.

•£0:Ui

• Workbook or MyEnglishlab • Assessments

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Reference Charts Argentina Australia Belgium Bolivia Brazil Canada Clhile Clhina Colombia Costa Rica Ecuador Egypt El Salvador France Germany Greece

Argentinean Australian Belgian Bolivian Brazilian Canadian Chilean Chinese Colombian Costa Rican Ecuadorian Ecgyptian Salvadorean French German Greek

I Argentine

Guatemala Holland Hondur.as Hungary India Indonesia Ireland Italy Japan Korea Lebanon Malaysia Mexico Nicaragua Panama Paraguay

Guatemalan Dutch Honduran Hungarian Indian Indonesian Irish Italian !apanese Kqrean Lebanese Malaysian Mexican Nicaraguan Panamanian Paraguayan

Peru Poland Portugal Russia Saudi Arabia Spain Sweden Switzerland Taiwan Thailand Turkey the United Kingdom the United States Uruguay Venezuela Vietnam

Peruvian Polish Portuguese Russian Saudi IS audl Arabian Spanish Swedish Swiss Chinese Thai Turkish British .American Uruguayan Venezuelan Vietnamese

NUMBERS lOOTO 1,000,000,000 100 500

1,000 5,000

one hundred five hundred

one thousand five thousand

10,000 100,000

1,000,000 1,000,000,000

ten thousand one hundred thousand

one million one billion

IRREGULAR VERBS This is an alphabetical list of all irregular verbs in the Top Notch Fundamentals units. base form p simple ast

base form

simple past

base form

simple past

be break bring buy cho9se come cut do draw drink drive eat fall feel find

get give go grow hang out have hear hurt lie make meet put read ride

got gave went grew hung out had heard hurt lay made met put read rode

say see sing sit sleep stand swim take teach tell think throw wear write

said saw sang sat slept stood swam took taught told thought throew w9re wrote

was /were broke brought bought chose came cut did drew drank drove ate fell felt found

PRONUNCIATION TABLE These are the pronunciation symbols used in Top Notch Fundamentals. Vowels Symbol l

er

r

�

"

Q

OU

u

u

'

Key Words feed did date,table bed, neck l;>ad,hand !;>ox, father wash comb, post book, good boot, food, student but,mother

Consonants

Symbol

"' a

a1

�,

au rr

rr

or

or

ur

Key Words bar-iana,around shirt, birthday cry, eye about, how boy here,near chair guitar,are door, chore tour

Symbol p

b

t

d

k

9

lf

c\; f v

e ()

s

z 124

REFERENCES

Key Words park, happy back, cabbage tie die came, kitchen, quarter game, go d1icken,watch jacket, oran ge face, photographer vacation thing,math then,that city,psychology please, goes

Symbol

l

f'

J ;;

b .

m n

0

w I r

y

Key Words butter, bottle. button she, station, special,discussion leisure hot, who men sun, knqw sung, singer week, white light, long rain, writer yes, use, music

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Grammar Booster The Grammar Booster is optional. It contains extra practice of each unit's grammar.

•dd•I• 1

Write each sentence. again. Use a contrac�ion. 1

ti e f 011 e1111il)eer. · an en9 1nee 1 H e 1s .· , r . ······�""···,.,··�·····.,·····"2 We are teachers ..•••• No, we're not 3 No, we are not. ···········�··�············· . · art1., sts. ········· They're not {They aren't 4 Th ey are n;0t · ·······---�·· ••••. artists. · � .

Y::':i:.r!.!?.�'?�.���---··

5 I am a student.••••••r�-�-:1.t.��!�!::.•••••. . She's a chef.

··· !"· ·············· ·· ··············

6 She 1s a chef.

2

Write the·indefinite article!!. or a n . for each 'occupation. 1 ••?..... chef .an 2 •••••••. actor

5 ••••!. .. scientist

6 •••�� •• archite·tt

3 ·..... .!..... banker

7 ••••':••• photographer

4 •.• .'.'•••. musician

3

Complete each sentence with the correct subjee't prpnoun. 1

Mary is a student. ..

·

�h!........ is a student.

He 2 Ben is a student, too ............... is a student, too.

1.......... am an �rtist.

3 My name_ is. Nora. ·.....•••

4· Your occupation is aoctor......:,..��---·- are a dQctor.

They . 5 Iane an d J ason are sc1eJ.) .. t'1 sts.............._ are sc,ent'1st s.

4

Write a question for each answer.

t?��?............... ?

1 A: .• .6.� �.YR�.!!'.Ctfif.�..

B: Yes, we are.We're musidans.

B: No, they're not t. eachers. They're scientists.

3 A: .•••••••••• ls_Ann_a doctor? ........... ?· B: Yes. Ann is a doctoir.

i 4 A: .••••••••••��.§!���.. !.��J!!.� ........ -. ... ?

B: No. Ellen is an architect. Sh-e's ncit a writer.

s

�r;.r.��.!'.P.t!�!?. ........... ?-

A: ••••••••••••

B: Yes, I'm a pilot.

6 A' .•• •••Areyou flight attendants? ..... . 7 B: No. We're not flight ahen·darit's.We're pil.ots. 5

Write six proper nouns and si·x common nouns. Use capital and lowercase letters correctl}', Note: Answers will vary. 1-!i (Proper nouns) should all begin with capital latters. Proper nouns Common nouns 1 .• 2

t'!!�X
.. ........................... . . ..

. t/ � �i. ......... 1 � �� �mmon nouns) should be wntten m a11 lo,vercase letters : � . 7 .. .· - "

8 .................................

3 ·························--

9 ............................

4 ·····················�·····� 5 ..............·�·········�···· 6 .......-... -.·········--·--

10 .............................•••,

---·......... ... ........

11 .............. ··�·········�··

12

.........

-

-

GRAMMAR BOOSTER

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il)d•M 1

Write the correct possessive adjectives. 1 Miss Kim is-Mr. Smith .'s student. Mr. Smith is ••r.
3 Mrs. Krauss is John's teacher . Mrs.Krauss is ......��..... teacher. 4 John is Mrs.Krauss's student. John is .....��� ••.••• student.

5 Ace

J.�Y!. ..._ colleagues from Japan? No, they aren't. My colleagues are 'from South Korea.

. . ..

his my . ................ 6 M r. BeII o ,s teacher. I am ............ ........ stu d ent.

7 Jake is not Mrs. Roy's student. He's .....��: ••••• boss! 8 Mr. Gee is n-ot Jim ancl Sue's teacher. He's doctor.

··---���!�----

2

Complete the sentences about the. people. Use He's·from She's from or They're from. · 'f from >he•••• ,............ H amamat su, J apan. 1 M s. Tom1'k9 M .at su·d a·..••••• . e's from Sh . . terrey, . M ex1co. .. -............... M on 2 M.1ss B e . r. ·t a S o1·1 ,z...... . from re They' B er11n, G ern1any. 3 M r. and M . rs. F ranz H ec'd elb erg.. ··�·········�···�····

4 Mr. George Crand ll: •• �... �!:�.f.r!T. ...... Victori�, Ca_nad .a. . he's from Melbourne, Austra 1 1a. ................. 5 Ms. M ary M eIion.. .... S . .. They're from 6 Mr. J�ke Hild and Ms.Betty P�rke-r...................... Los Angeles, U.S. from He's Wuh an, . 7 M r..C u1. J'1ng· Wen.. ..... ................... · Ch' - 1na. from She's C airo, 8 M. s. N oor 8 ah'1at.. ..................... . E�ypt. 0a

3

Complete the questions.B_egin each question with a capi.tal letter.

'«b.'lt�..... your nanne?

1 ·••

2 ....��.:.�': .._ are you from? What's 3 h',s e,�ma1.1 add ress� -? ..

. ....... ...........

1�........

4 .••••• she a .student? What's _ h er ph one . numb er? 5 ............. 6 •••••

!:�': ...... they colleagues? l!....... �

he from China? 7 ...... .. r What a e · f'1rs. 8 ............,_ the,r t names. . 7 4

Complete each question with the correct possessive adjective. 1 A: What's ...)'.���-•••••* n..am·e? B: I'm Mrs. Barker. 2 A: What's ......�?.�� ...... last name?

B: My last name. is Lane.

3 A: What's ··---��---··· address? B: Mr. Marsh's addres.s is 10 Main Street. 4 A.. w· h at's

her .................

e-ma1'I add-ress.?

B: Ms.Down's e-mail' address1 It's down5@unet:com. B: They're Gary and Rita. ·· , her __ phone number? 6 A: What s ............ B: Miss Gu's number ts 555-0237.

136

GRA_MMAR BOOSTER

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UIH•M 1

Write the· sentences with contractions,

Wh!!.�}..th.r.rhP.t��"y.?............................................................................... .

. ...................................... .._.........._. ............�········!·················································

1 Where is the pharm·acy? .... 2 It is down the street.

I t's down the street.

J It is not on the right .•••••••••••••••••••.•••.•••.•••.•••.•••.••• I t's no t. I It I sn't on t he right. ••••••••••••••••••••••.•••.•••.••• 1 4 What is· your name? ........ .-...... .-...... .-...... .-...... .-............................�!!,!� i3:.Y.��!.!:'.�T.!?............................................. .

5 Wha t is your e-mail address? ...................................'1�!\�J?.�.�:�!1!��-��f!:��7..,-.............................. . 6 She is an architect. .•••••••••••••••••••••••••••••••••••••••••••• -��-�·�. !'.':'.�:?� 7 I am a.teacher. •••••••••••··••··••··••··••··••··••·•·•..··•..··•..

!:.f'.:� ..............................................

1

··r�.�..!!zi.. �..!� . ....................................................... .

8 You are my friend . ••,., •• ,....,....,....,....,........................Y?.�:r!: .�.X"..f!'!!�.��............................................................. . 9 He is her neighbor ..••••••••••••••••••••••••••••••••••••••••••••He's her nei ghbor.•••.•.•••••••••••••••••••••••••••••••••••••••• . . They're my classmates, 10 They are my cJassmates. ..........�···�···�···�···�···�·····························�···�···�···�···�···�···�···�···�···�···�···�···. 2

Complete each sentence with an affirmative or a negative imperativ.e. Begin each sentence with a capital letter.

1 T�ke the bus to the restaurant. •• 2 D.on't w:.alk . ....

3

4

3

WRlk

P.?.'l1.��.�I :....

!'!��-"* the bus to the bank.

······ ···�····- to the restaurant.It's right over there, on the right. Don't take a taxi to the bank.It's auoss the street. ·············* ,

Complete the questions and answers. Use subj. ect pronouns and use contractions when possible. 1 A:

.•�h!!.!J........... the p·harmacy?

B: The pharmacy? ··-··-'�:� •••.• across the street.

Where's 2 A : ................. th· e newss . tand' , . It's B: ........., ..........down t�e street on the right. 3 A: •••••

?..��---·- I •••••�!1.�•••• to the restaurant?

B: No, don't walk . .••• J:��! ... .:. a taxi.

ow -4 A: ..... .H . to sch Q.O.. J? d o. you go+ .............. B: Me? I 9.D ••••••

�.l'... •••• motprcyde.

•dd•@ 1

Write questions. Use Who's or Who are and� she o r they.

W/,,oJ he 1 1 A: .... . .•••••••••••••..•...••.. B: He's my grandfather.

2

A:

......!.'..��:�.�!!:?........�·7

B: She's my mother.

3 A:

Who's he?

·1

.................... '°!••••••••• : .

B: He's Mr. Ginn's gr.andson.

4

A: .••.• Wh o a(e they7 ...••. 1

B: They'r.e· Ms. Breslin's grandparents.

Who's she? 5 A: .............................. ? B: She's. Sam's wife..

��.':.��!��l.? ····•·?

6 A: .•• •••

B: They're his wife and son.

GRAMMAR BOOSTER

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Uns.cramble the words and write sentences. Use Is or are . B-egln each sentence with a capital Jetter. 1

so I father I my I handsome

,.!:'...¥.f�J:���Jf.f�.b!l.'l�.���-�;......................................................................

2 brother I v�ry / her I stiort .............................................t!!!.�!�}h!�.i�."!.���-����; ..........,............................... 1.Q�?.���.Q���-��!'J!�!�!:.l!.��-��-.9.':!t ':�................... . 3 grandchildren I cute I neighbor's I so I my .••••••••••••••••••• · His sister Is not very tall · ' .· 4 his I tall/ not I sister I very ............................................................................................................ .. My grandfather is nol very old . / n,y / not ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••. 5 grandfather/ very I old

�Y.�.1:

6 girlfriend

3

I pretty/ so i brother's I my

.•••••••••••••••••••••, . •••�J..�!l?!�.���-�}:�:(��.i.�.:.'�.P.(�·-····-····················.

Complete the sentences. Use have or has. 1 I .•

b.
t��---·- one child.

2 She •••••

have . .. four grandchildren. 3 They .......... .. . have 4 W.e .............··- six chlld· ren.

5 You ..••�!�. �---- ten brothers and slstersl

6 He ....... !1..!?••••- three sisters..

4

Complete the questions. Use H·ow old ls·or How old are. 1

--�-�-�£l{!;l! .'!...........

':I.��.���.�.........

your children?

his son? 2 .......• How old are 3 ...................... "••••• ••. h er grand ch'ld , .ren ?

4 •••••••���-�!�.!!� ....... Nancy's sisters? How old is ? 5 ·······�···········�····· .... M att ,s d augh ter· How old is 6 ..........................••. th .e.ar grand moth er.1

ii)d•li 1

Write a question for each answer. Use What time, What day, or When. Use a question mark(?). 1 ••

h'h�t..ti..'!1�.t!jf.(... ... lt'S 6: 30..

2 ••••••••••••••••••••••.••.•• The· p�rtyl· s at.ten o'clock. 3 •••••••••••••••••••�····· ••• Th·e· dinner is on Friday.

· turd·ay . 4 .............................. Fh·e dance is at 1 l �30 on sa

5 •••••••••••••••••••••••••••• The concert Is in May,

6 ··�·····················� ••. Th·e meeting 1s- at noon. 7 ••••••••••••••••••••••••• ••. It's a qu-artert·o two.

8 .......•••••••••••••......•.The movie is on Wednesda:(, 2

2 What time is the party? I What time's the party? I When Is lhe party? I When's the party? 3 What day ,s the dinner? I Whal day's the dinner? 4 When Is the dance? I When's the dance? 5 When Is the concert? I When's the concert? 6 What time is the meeting? I What tlm e's the meeting? I When 1s the meeting? I When's the meeting? 7 What time as It? B Whal day is the movie? I What day's the movie?

Complete each sentence with)!!, on, or al 1 The Eon cert is .•t':'.............. March.

2 The dinner Is .•••••?�---·- Friday ••••••��---·- 6: 00. at on · ............... 9·.00 . Apr,·1 4'" ................ 3 Th e - party ,s . � on . 4 The movie is ..........��.... 3.00 P.M . • �••••••••• �� .. Tuesday. · at · on · Monday 5 The game ,s. ·············- noon ·············. o a n A 6Th e meeti ng 15 · ugus·t10" - .......,...t•••••• 9 · .·0·.0 A. M.

·•·····•····•*

138

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UIH•ld 1

Complete each . senterice With the correct form ·01 the verq. . 1 They

have ,;av�············ nice ties at this store . ..............

'::'.8.'�!�---········ a long blue sRirt for the party.

2 She •••••••••••

want like 3 I ............................. my sh:9eS.

Li�e

don't have 4 We ....................... ... •••••••• cfean shirts·. not have �?.�'. t.�!:.� ........ blue pants'for school. 5 Our children ........ not need Does she like 6 short skirts?

··········;h;i.iik�·······....

7

Do es your w.if.e need new shoes? ··········�················· your wifef need Do I need If need

8

a·suitfor work?

9 Why .••••• :!f.':! ..��-�]���......... those old shoes?

she f like do you want 10 Whkh shirt for tomorrow? .....,•••••,jOU..iWi/'rit•.,.�••••. Do they have ·11 this sweater in extra large? they I have

2

Choose this, that, these, or those. 1 I lik.e (this 1€hese) (ed sweaters. 2 I don't like �his)' these) s.kirt. It's too long. 3 Why do you want(that !(those) black pants? 4·

3

S, These) skirt is great for the·school concert .

Answer each question with true answers. Begin ea�h answer with a capital letter. End with a period(.) (Note: Answers will vary but may include:) 1 need some ,.. ,-sh Irt s and a ••· sweater. ,. . ••••.•••• 1 What c I:othes d.o you nee d.. .................................................................... , ·· ····· ··············· ····· ············ ····· ··· Yes. I .do. I N.o, I dor]'t. 2 Do you neeo new shoes? 3 Do you have a long skirt?

., ................................ /l' .... /l'.... /l' .... /I'..... � ................................ ..... ..... . . ... ..... ..... ......... ..... .

Yes, I do. IN o, I don't

!�·.!.�?.·.�.�:'.:.!.�?.�'.t; ........................................ .

·4 Do yOu like pink shirts:? ••••••••••••••••••••••••••• ••••••••••••••

5 Op YQU have , a lqose sweater? .•••••••••••••••...••.•••.•••.•••.•••

6 Do you like expensive clothes?

x���.�!!.��L�.?1.�:!�r.r!�........

�

�--------..

/1' ••• /l'••• /l'• • • /l'••• /l' ••• /I'•••••••••••

..................................... :�:.!.�?:.(�.�··.!.�.?-��--�----�---�---�--- ---�---

U)d•h 1

Write the third-person sir:,gular form of each verb. 1 shav.e __ 5J.ave5 ....... ........... . brushes 2 brush . . . . goes 3 go ••-•••••••••••••••••••••. ..•••• . ..••••• . . ha 4 have ............. s _ ............

..............................

studie-s 5 study ...........-....-..... ............... .

does 6 do, ..................................... ..... 7 take ............ takes ............. a play .••••••••• •••P}�.�

.............

· · visits 10 VISlt .............................. .. . prachces 11 pract ice ...............................,

washes 12 wash -�··••••••!l'•••!I'•-.•••••••••·· ··.

comes 13 come changes . ange •••"";•••"";••• 14 ch ······�······�··· makes 15 ma.ke ............................. ..

··-----------------------·--'

· · · gets 16 get ............... - ................ 17 18

puts put ••••••••••••••••• ;•••••••••••••.

eats 19 eat ···············-················ watches 20 watch .............................. . 21 clean ................1,t;.��........ ;.. *" ds 21 rea.d ............ r&a ............

�b.t:��� ......... ..

2 3 c.heck ••. •••.••••.• •

. listens 24 hsten ............... . .; ....... .... ·····�

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Complete each question with do or does:

�R•••.••..•

1 When •• you go shopping? do s e . ? . 2 What t 1me ............... sh. e make dinner.

3 H"ow ·often .•.•••�?...... they clean the house?

4 What time .... -��.� •.. .,. your son come· hom·e?

5 How . o ften ......�?.....• your parents go out for. dinner? 6 What time .•••••��--· •• you go to bed? doe s 7 When •••••••••••••• 01LJrteacher check e-mail?

8 How often •••••��!� ..... A(ex do the (aunclry,?.

3

Unscramble the words. and write senten·ces In the simple pres -enttense. Be.gin each sentence with a capital letter. End with a period(.). 1 usua-lly/ on weekends '

I go shop_ping I she

1_1Y.9.t?!�f}:f.ePJ." 9 .�.�.t!!�!?.�!!!:......r-·· ····· ··················. �b.'!.�1.��ivfy s1su�rssome r,mes go aancmg on rf• a ays. i

.•

,l..
··,;;y·t>rOttie;·vrstts·hiS.iriends·a1terwork·i·s·ometimesatte·two·,r*

4

rny brothar visits his friends.

Complete. each response with do or does. 1 Who takes out the. garbage in your house? My daughter .•i(!�L ...._.

2 Who washe.s the di·she.s in your family? I ,; ••••�?.. ; ..... 3 Who makes dinner? My parents .•••••�� ....... .

4 Who does the laundry in your house? My brother •••••�?.':�.... .

. �?.':� 5 Who watches TV before dinner? My granddaughter •••• .... . •.

6 Who tak. e s a bath in the evening? My sister ••••

!!�.�.....

Ji)d•i• l

Write .questions with Where. U.se a question mark(?),

'where do J vovr nrandDate"t5 liv.e? 1 y-our gran •. •••••.• ••••••;, .........i••••••••�•••••••••• . dparen ts/ I'1ve .•••••

.:'..".��!�.����-�?.!:.�:�!!!�.'.1-�-��-��?P.P!��?.. her brother I study English ••��-1;��.•?���.�-��-���!�.� C�l.� ?t.��?J!��-� .. you I eat bre?kfast .•••.••,.""!.�'!!!.��., Y.'!.�.. !!�����!<.f�.�!?_.� ........

2 John's.friend I go shopping 3

4

5 they/ li�ten to music .•••••YY.��!�.

.?-�.t�?.Y.!i::.t��. !�.!!:!:'.!! E?••••••• i

Where do Rob and Nancy exercise? 6 Rob and Nancy I exercise ...................................................� . Where does his mother work? . 7 his mother/ work ................�··.. �·····························� 8 your brother

2

I do the laundry ��:!.:.�?.':.! .t?.��-��'?!�.:�.��.��:'.!��':!? !J..�.

Complete the statements with !!1 Q.!!. fil:. orto. 1 His h· ouse is t,?,'l•••••••

,K

8-ar�-er Street 1

2 They work .•••••'?!1.... ·- the tenth floor.

!�...... " work.

3 Ms. Croz takes. the train �...... 4 It's ....... �.t... .;." 18 Spencer Street.

5 tack studies French .••••• .?.t•••••• the BTI Institute.. at I in . 1 6 Mr. Kl etn . work s. the h osp1ta. ....................

7 Ms. Anderson's office is ••••••'?!1••••••.the fifth floor. 8 fason's.s'ister work_s .••••• ?.1..•••• 5.Main Street.

140

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Complete each sentence with There's or There are. 1 • Thereif··- a movie at noon. There's 2 a concert at 2:00 and a game at 3:·00. .. There's a. bank on ttie corn·er of Main and. 12., Street. J 4 There are two apa,:tment buildings across the street.

...... ........... ............... .................._

.................. boolisto,:es nearby. .................... a pharmacy and a newsstand around the corner. There are 7 .................... ·- two dressers in the·bedroom. There are three elevators in the Smith Building. 8 ....... .......... · 5 There are 6 Tflera's

4

Write questions with Is there pr Are there.. Use a question mark(?). 1 a dance J this weekend .•Ir tJ,ere a dal)Ce thi; Weekend? .•.•.•.•••••.•••••.•••.•••.•.•.•••.•.•.•••.•.•.•••.•.•.•••.•.•.•.. · · . . Are there thre& meetings this week?

2 three meetings /this week ...... ... .... ... ..... ....... ....... . . .........-.••.••. 1 .. �?.......................�............................................ . 3 a bank I nearby •••••••••••••••••••••••••••••••••••••••••••••�.1�':�� ..�-�,!!��.. ?����-

··· ··• ····�· ..... ........ �io,-.. •··· · · · ......... ............. .. · . . ........ . . . ...-.... -.... -.... -....-... ...

4 how many J games I this afternoon ··-···-···-···-···-···-�-��.'!!.!�1-.9.�!1::..�-���-��?!:..!�.� -�,!!���?.�?. _____________________ _ · How many pharmacies a(e.. ............... then, on 3,• Avenue? . ........................................ ... .... 5 how many I pha,mactes I on 3 rd Aven.ue ........... ....... .. .......................................... ..

6 how man y J parties /'this month .•••••••••••••••••••••••••�?.�.�.8P.t.P.��J!:..:.�� .:t!!!�!.��!f!.T.�.r���?.......................... .

Q)O•M 1

Write the·presentparticiple ·of the following base forms. 1 rain ... !���!�.!1 ..................... snowing 2 sn0w .•••••••••.•••••••.•••••••••••

16 wear

3

17 shop

4

..,.,.,,,,,.,.,.,,,,,.,

w atc-h. ,,.,.,,,,, .,.,.,,,,, .,..�.t��.�!.��. eat ·•·•·•·•·•···!..0.��2. ...... -...;.-...

a in ·s take. •••••••·•••• t k g •••••••••••. driving 6. d. rive ........-.................... ......... .

7 check .••........�!'!!?.�1.n.�... ......._... .

8. make ••••••••••• making··········· ... doing 9 do ··�·,.·�···�·······�·�·····�-�·�· ... . . exerccsing

10 e-xerc,.se ·�··········..•••••..••••••••·

11 shave •••••••••. sha ving ••••••••.•

putting ••••••••••••••• ·•�·······•.... •••••••• 13 comb, ............';?'!1 .. ..�-��Y............ 12 put

ng ·14 br.ush .•••••.•••brush i ········-

2

15 ton1e.

coming ...........wearing � ......................... + ................ -......... �-----··

shopping

• • .-...... •·•••·• • "1'' r • • • • .,,.-.,,. •"••·••

18. g.o ............... ?.�i!l�............ .

19 study

.............lis....tening ............... . washing wash ·- ·-····-···�··· ............... playing play reading read . ......................................... . . . . . .

20 listen 21

2'2 23

studying .............................. · .......

�!!.C�!:'!�P..........

24 clean ...........

25 work •••.••••• working··········

�!���!J.......................

26 write ............ 27

talk

·······w-···!!!���@..................

28 buy •••••••••••buying ••••••.•••

Check (.I) the sentences that indicate a future. plan.

@ 1 On Tuesday I'm werkin g at home.

D

2 I'm watching TV ri. ght now.

0

4 Where ·is, s he. gqirig·tomorrow night?

p

D 0 D

3 Is Marina taking a shower?

5 Jen's. eating dinner.

6 I'm driving to the mall this afternoon. · d. 7 I'm studying Arabic Jhrs year. My teacher is v�ry goo @ 8 Who's making. dinner on Saturday?

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3

Complete each conversation with the present continuous. 1 A: . •

'1.b.«?t:IJ.!.Y..��. A�i!t9.......... ..... ? what , 'I ou I do

I'm washing . my hair. B ..•••••••••••.•••••••••••••••••••••••••••. I/ wash . Wl')ere's she driving? 2 A.. ••••••••••••••••••••••••••••••••••••••••· 7. where I she I drive She's going B.. .............................................. to .h t e b oo,k store. she/ go 3 A· .••••••••••Why_is he taking··········· the bus'> why I he/lake B: Be-cause

••••••••••• .... 1�'�.!!'1�!�l............... .

fl/ rain Are we eating .. 4 A: ....................... _ ................... .. at home tonight? · · we/ eat

B: No ..•••••••••••.•�?:�:-�.���!.!.............. out for dinner. we/go Is Maya wearing . 1 S A.. . ............................................... a d ress to the ·party. Maya( we;ir She's not wearing B: No. .•••••••••••••••••••••••••••••••••••••••• a dress. she1 rtot wear

She':, wearing ··············· sh;i·.;;;�;···············

1

pants.

Complete ea,ch question with How much .or How many.

tlov,1 mvd, 1 ............................ ......... sugar d o you w ant"1n y-0urcoff ee.' How many . · 2 .............................. d · ne-e d f or . th onions · o you _ e potato pan ca kes., 3 ••••••••':l. C!'.'."!.!.::!!:11.•••••••• �ans of coffee are there on the she In How much 4 ••••••••••••••••••••••••• ,,, me-at do you eat every day? many S .........t-1ow ..................... .... I caves of b read do we ne:e d f or d'inner.7 How much · your ch'tcke.n sa I a d? 6 •••••.•••••••••••••••.•••••. I e rn p .epper wouId you l'k

�.��.T.�.'!�......... b.ottles oJ of! does she rne.ed from the store?

7 ••••••••

8

How many · ................................. eggs d o you eat every week?.

· · How many 9 ••••••••••••••••••••••.••.•• · k e orang� 1u1ce·. oranges are th ere7 1 want to ma How muo!) . lQ ..................... pa.�ta would you bke? <\.........

2

Cho,ose the correct word or phrase to complete ea�h statement. Circle the letter. 1 I .•••••••,••••• English every day. a am stu
@study

2 We. usually •••••••,. ....... the bus to work.

a ar-e taking

@tak.e

3 Ann.em arie ··.·······�··· .. the kitchen now.

@is cleaning

b cleans

4 He really ·············- lemonade. a is liking

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@tikes

S This store .••••••••••••• beautiful clothes. a is having

@has

6 On Wednesdays I •••••••••••••• dinner for my parents. a am cooking

@cook

7 They never ..................... coffee...

a ·are.drinking

. @drink

8 Our children •••••••••••••• TV on weekdays. a are watching

@don't watch

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UNIT H 1

· f be. . omplete the conver sations with the past tense o C 1 A: Where ..�!'!.!.....• Paul and Jackie last night? , weren't B: I don t know , but they ................. here.

·2 A: .....

'!!�S...._ she at school yeste day? r

B: No. She •••••��� ... .. at home-.

3 A:

B:

were · W hen······••·•··· .. you1n It aI y.' Las.year. ? ·t weren't · ·. year. l a�t year,? N o, we·············- in 1 ta1 y.ast 1

""!.���......

We .,, •••

there in 2012. . w as . , 4· A : What t1nle ................. t'h e·mov1e.

B: It •••••

�!'!.... _

at 7:00.

5 A: '""':'::�:.... yo. ur par ents at ho me at 10:00 last night? · B: N�. They .....�Vf.6.�! ....... at a play .

6 A: Who .....

�!'.:'..... _

at work o n Monday? 'wasn' . Anne ........we B·: Barry .an d ......... ... t... .. ,.. re ..,.. 8ut 1 .........

2

· Jete ·each question. Use the simple past teme.Then write a true ans:wer. First comp Begin each answer with a capital Jetter. End with a period(.). (Note: •response answers will vary) Did . .. llO . k yester.d ay ?. 1 ····��···�···.,. you ;, ............ to wor .

go

� ••••••• Ye s, _I d id. I No , _I didn't ••••••.

2 What time

·

did ...............

y ou

....•make .,, .....�··· dinner? make

·· ----------------At7:00.

·· ······-------------·

did . ........... eat, ....... for breakfast.? 3 What � .......... .,.... you eat �: .•••••••••• Toast and eggs .••••••••••.

at e 4 Who ................. breakfast with y.ou? eat h s � ••••••••••••• My u band•••••••••••••.

5 What •.•••••�� ...... yot:1 •••••.?.�t....... this week? buy A new.dress.••••••••••••.

@A' .............

UNIT 12 1

Write (a) a sentence· with. be and (b) a sentence witl'l h·ave. Use a period O 1 Kate/hair/lon g /straight

a ••Kate 5_l,air 15 1

lorig arid fttaig!,t.·····-··················································

�.l?t� hf!.f. }P.i:-!t P.".r.�i 9.�t.b.�it·.......................................•.....................

b .•

George's hair

ho rt an

lack

2 George/short I black I hai·r

b ........ . . ........................ .......................... . a .............................................................................is. .....s........ ........d............

3 Harry/ l o ng I cu rly I hair

Harry's hair is long and curly. a ••••¥•••¥•••¥•··�··•¥•••¥•••¥•••¥•••······�•¥•••¥•••••••¥•••¥·�·¥•••¥•••¥•••¥•••¥•••¥•••¥•••¥•••

4 Mary I eyes I blue

a················-··················· Mary' s eyes are bl ue. ••••••••••••••••••••••••••••••••••••

b

eorg.e has short black hair. . -··· -··· -··· -··.-···-···-···-···G-······· .... -··· .... .....-···-··· -···-···--·· -··· -··· -··· -··· -·. _

_

_

b ..•••.•••.•••.•••.•••.•••.•••.•••. t"!��.�!3.� .'�.� �- f.��l,Y.. !!� �: ................................. .

���r.�.��.�!�:!.��?:.-.................................... .

b .••••••••••••••••••••••••••••••••••••

5 Adam / b�ard I gray 6 Amy

I prettr I eyes

Adam's bear d Is ray. .a ........................ ........................... ,.......... ,.... ,.......... �g.... �.................................................... • b ..................................Adam.h as a_gr ay bea r d................................... , , Amy's eyes a{� pretty.. , , , . , , , a ••••••••••••••••••••••••••••••••••••••••••••••••••••••••¥•••••••••••••••••••••••••••••••••••••••

b. • •••••••••••••••••••••••••••••••••••

!'!�r.�-�� .er��r.;x��� ................................... . GRAMMAR BOOSTER

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2

Complete each·sentence with-should and a verb from the box. 1 It's your birthday. You ••

Jb�.'1!�.!l.'?...•.•••••••••. out'for dinner!

should see a d entIst. 2 I' m sorry you h ave a tooth ach e. y:ou .............................. · on · should watch 1t· . 3 There ,s a movie tonig · ht . w e •••••••••••••••••••••••••••• shouldn't axerdse .today. 4 You h-ave a cold? You ................ ,. ....... �........ · shoul w·e ···••••••• · and onions. •. •••d.••make .•••••. •••••••· 5 We h ave·t oma·t oe·s, pot at oes, tomato potato so.up for dinner tonight! should call 6 Pam 's t ak'1ng ashower rig . ht now. you ·••••••••••�•••••••••••••••• b ack I at er. . shouldn't plav 7 M art.1n h as · a h ead ach e. H e ...................... · h 4....... soccert on1g · t.

rv·

call (not) exercise go

w.atch make

(not) play see

gel

8 It's time for bed. You •••••••}.!�.
UNIT l

·,3

and the adverbs well or badly. Begin each sentence Write sentenceswith the=simple presenttense . with a capital letter. End with a period (..).

t.�':'.!�.�!J!.....�....,......

1 my father /-sing { really well ....t::¥,�{�th!!.Si!.\.9.f... .. ··•!•••!•••••••••••••••••· M ..•·�'!··�··-· ..•·M·•••·.4!�··'! - ·•··�·.. ·�· . My mother cooks F'rench food well. 2 my mother I cook French food/ well ..................................................................................._._•._._ •._._ •._....... . i 3 my grandfather I play the guitar I badly ········-·············-�Y.il!.��.?!.::!��!.!.>��Y���-�-��- !�!.�:':�!t • • • ••••••••••••••••••_ 4 my grand-mother I sew ,10th es I very well ........................

5

· · er k nit.sweaters · I we II my s1st. J

�i'.i�'::!T.�!�.��!!�:.?1�!�.�-��!Y.�:tJ!:........................

My sister knits sweaters well. ........................................................ -............................................................................. .

I draw pictures/ really well .••••••••••••••••••••••••.0..t!!'!?!:�.?!.8.�.�P.!':!':'!?�!;.� 1!¥.��)1; • ••••••••••••••••••••••••. 10 i I 7 I / play the violin I badly .. ...... ...... .. .... ...... ...... ...... .. .................�P. •.Y..��·�.�!�! .,:.:!�.�X.· ........ .... ...... ...... ............................., .

6 my friend

2

Answer e.ach "lUestion with-true information. Use short answers with can or Gan't. Begin each answe.r with a capital letter. End with a perioq (.) (Note: answers will vary)

1 Can you ,play the 1:>ian o? .••.••••.••••.••••.••••.••••.••••.••••.••••.••••.••••.••••.••••.••••.••••••••••••••••••••.••••.••••.••••.••••.••••.••••.••••.••\. 2 Can you ski? ••••••••••••••••••••••·•···•···•···•··· -. ••••••• ; .... ; ....; .... ; .... ; .........................................................

3 Can your parents sing well? •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••.

4 Can your friends sp. eak Engli.sh? ...............................................�.··················-·.,···.,·•·.,···.,···�.,.............�.... ·�·..·�··· 5 Can you draw? ••••••••• •••• •••• •••• . . . . . ••••.••••••••••• •••••••••••••••••••••••••••!*•••••••!*•••••••!*••••••••· .. ••• .. •••..••• ..••• ..••••••••••

6 Can your father fix things ? .•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

3

Complete each sentence .. Use too and an adjective.

1 I need a new dress. This dress is

.,tR�.P..1.4 .................. ,.

2 This skirt Is .•••• .•••too _long ••.•••.•.. I want a short skirt.

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3 His shirt is

too large (loose . He ne.eds size small. ··············�·············

4 I don't want that suit. It's

too expensive

5 He needs siz·e medium. This shirt i·s

1

too small I tight .......... ..................... .......

Ans.wer the following questions:with true·lnforma tion. Use be going to. Begin each answer witli . .a capital letter. End with :a peri.od(,). (Note answers will vary} 1 Are your classmates going to stu.dy tonight? .•••••••••••••••••,•••.•••••••.•••••••.• , ..,,...,, •••••••••••••••••••••• ,••,,. ••,,••• _ 2 Are you g�ing to refa)c'this we.e·kend? ................................................................................................................................................................. .. 3 Are you goin.g to exercise tod-�y? •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 4 Are you going to make diAner tonight? ......................................................................................... .

5 Are you going -to n1ove in the next two years? •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••·�- .........�............... e-mail today? ...................................................................................... .. 6 Are you going to check your · 7 A(e you g.oing to hang our with your friends or family this we.ekend? ,......................................................... 2

Wr-ite a.question with be going to for each amwer. Don't use the verb do. Begin each question with a capital letter, End with :a question mark(?).

6!.�,¥P.'!.9P.L'.lSI'?.9P.I'?Jh�.':2P.Yi!5.TP.�j9.6t?...••.•••.•••_ Yes. I'm going to go to the movies tonight.

1 .• 2 ..... 3

���.��;.Y..!t�!�l}!:..-:�!.i�!!. !?.���!��-·����!�.�.. ��!!�!=!!?...:.... Yes. Ther're �oing to eat in a restaurant after the <.oncert. · i t i ........... ��-�:':�:1��.?!..':.. ��! .�..�!'.�.��-��!!:�!�i..�J!�.�!��........... Yes. G:arta s brother is going to go .fishing with her.

4 .••••••••••• Are you gp,1ng to go to work tomorrow?···········- Yes. I'm going to go to work tomorrow. Is he going to graduate thts year? . ... No.. He 1s not going to graduate thi.s ye,ar. 5 ................................................................................................................... Are they going to take the bus to school? 6 . .,..... .,......,......,......,.... .,..."'.,.....,..... .,..... .,......,......,..... .,..... ., ..... .,......,......,...... Ye·s·. They're gping to tak,e the bus to school.

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Writing Booster The Writing Booster is optional. It gives guidance·for the writing task on the last page of each unit.

UNIT1 Guided Writing Practice

Look at the pkture on page 11. Answer the questions,

based on the picture. Write five

sentences.

Is Martin a flight attendant? Is he a musician? Is Tim a musician?

1

Is he a manager?

2

Is Marie a flight attendant?

3 4

5

UNIT2 Guided Writing Practice

Write sentences al;)out your relationships.

Example: Write about a friend:

Ryan if my friend. /ie1f a ftudent, too. /iif loft l)Ome if Grallt.

1 Write about a friend: 2 Write about a classmate: 3 Write about a neighbor: 4 Write about a boss colleague, or teacher:

UNIT 3 Guided Writing Practice

answers, based on the picture. 1

Look

ar the picture on page 27. Write five questions a11d

W here f t/..e ba"k? 1 A: lt f "ext to the reftaura"t.

Example: Q:

1

Q:

A:

2

Q:

A:

3

Q:

A:

4

Q:

A:

5 Q:

A:

146

WRITING BOOSTER

Q: A:

lf the barik "ext to the ... No, it ifri't. Jt'f ...

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UNIT 4 Guided Writing Practice Choose two relatives. Write about each person.

Answer some of these questions. How old is [he I she]?

Example: My firrer if 2l/ yearf old. 5J..e f fJ..ort arid J

9ood-lookinq. 5J.,e f 011 architect.

Is [he I she] tall or short?

1

Is [he/ she] old or young?

1

Is [he/ she] good-looking? cute?

What's [his I her] occupation?

2

' '

UN IT � Guided Writing Practice Look at the event announcements on pages 42 and 43.

Choose five events. Write sentences about the events below.

Example: The birthday party: TJ.,e birtJ.,day party if atCJ.,vck fCafe. CJ..vcl
The movie The meetino The dance The volle)!ball �r:ne The basketball aame The dinner The "Evening" concert The "welcome" party

UN IT � Guided Writing Practice Answer some or all of the followi ng questions. Put the sentences together

to write about clothes you need, you want, and you li ke, and about clothes you have or don't have. Do you want new clothes? Why?

What.clothes do you need? What.size do you need?

Do you need new clothes? Why?

What colors do you like?

Ex:ample: I

J ,.,ee
o

s1<1eoter, a,,d I r,eed r,e\¥ shoes,

too. f wa,,t

O

white fl,,/eoter o,,d

block 5/.,oes. Why? My white

sweater is old a,,d ""Y block s/.,oes or.e di rfy. l ,wed t/.,e fWeotelt" ;.,

la,..qe ar,d the shoes;,, size 40.

., WRITING BOOSTER 147

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UNIT7 Guided Writing Practice

Answer the questions about your p ty ical week. Use time expressions and frequency adverbs. What do you do in the morning?

Example:

L, tl,e mor ri i ri q, J vfvally qet up at 7 :00. Tl,eri J ...

What do you do in the afterno-on? What do you do in the evening? What do you do on Saturdays and Sundays?

UNIT8 Guided Writing Practice

Choose one of the homes in the Reading on page 70. Write the feature.s of that home and your home in the chart. On a separate sheet of paper, compare the two

homes in the chart Use and and but. Example:

Edvordo'f home is a" aportme"tj ""d I live i"

1 an apartme"tj too. There f 011 elevat or i" his

�

bvJldi"9, bvtl"e do n't /,ave o" elevator. J,, flif

Is it a house or apartment?

:!'�

liiU&

How many bedrooms are there? How many bathrooms are.there? Is the kitche.n small or large? Is there an office? Is there a garage or an elevator? Is there a garden? Is there a view? Other features-?

UNIT9 Guided Writing Practice

Write answers to some or all of the following questions about your plans fqr the week. Use time expressions.

'J-I

Example: Ri9ht"""',J',.., writi"9 abovtmy plorisforthe

I

I

Week. This eVe"["9, I'm c�ecki119 e-moi I arid ...

What are you doing right now? What are you doing this evening? What are you doing tomorrow?

Are you doing anything special this week.end? What are you doing on Saturday and Sunday?

UNIT 10 Guided Writing Practice Answer some or all of the questions to help you write what you eat on a typic-al day. Use frequency adverbs sometimes, usually, and always. Use time expressions every day, once a week, twice a week, etc. What do you eat for breakfast on weekdays? What do you eat for breakfast on weekends? What time do you usually eat your meals? Do you eat after school or work? How many times a week (or month) do you go out for dinner?

148

WRITING BOOSTER

Example:

O ri Weekday,, J ufually eat breakfast at '1:00. J alwayf eat bread olld e99f, arid ...

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Guided Writing Practice

Write about your weekend. Use past time expressions. Answer some or all of the questions to guide your writing. Did you have a good time last weekend?

Example: lasti,-,eekelld,

J /,,ad a qreattime ...

How was the weather? What did you do on Friday night? What did you do on Saturday? , What did you do on Sunday?

,.

UN IT11

Guided Writing Practic-e

Choose a person you want to describe. On a separate sheet of paper, answer the questions in your description.

Example:

Who is this person?

What color is his or her hair?

How old is the person?

Is it short or long? Straight, wavy, or curly?

Ma

Is he or she tall or short?

What color are his or her eyes?

sJ.e if twe"

Is he or she good-looking?

Does he or she wear glasses?

tall o,.,d pretty, a..,d ...

13 lake ls my cl a r,mate, a"d ears o 1,L 5J.e's ve

UN IT 12 Guided Writing Practice

Wihat can people do when they are eighty years old? Complete the chart. Then use the information from the chart to·write about the topic. Writeon a separate sheet of paper. Write as much as you can. Ex.ample: 0 Id people ca"'t do fOme t/,,iC1 9f, bvtfometimeftJ,ey COi) •• •

work cook meals live on the second floor get dressed take· a shower or eath clean the nouse exercise I go running .go bike riding

I

drive a car go dancing ,other ·-············· ····

D D D D D D

D D D D D D

D D D D D D

D

D

D

D D D

D D D

D D D

UN IT13 Guided Writing Practice Write the story of your own life.Then write your plans and dreams for the future. Answer some or all of the following questions in your story. Writ.eon a separat'e sheet of paper. Write as much as you can. Where were you born?

What did you study? (Or what are you studying now?)

Where do you live now?

Did you graduate?

Where did you grow up?

What are your dreams forthe future? (Write I'd like ... )

What school did you go to? Ex.ample:

I i,-,af bor" on Se rtem ber ,rd, 1'1'1'1 in ... WRITING BOOSTER 149

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Page 1 of 3

Student's Book Audioscript Unit 1 Page 8, Exercise 2, Listening Comprehension

1: A 2:8

3: N

4:0

5:Z

6: C

7:F 8:X

9: V 10:J 11: N 12: K

13: D 14:H 15:E

Page 8, Exercise 4, Listening Comprehension Conversation One A: Hi. I'm Leonard Greene.

B: Green. G-R-E-E-N? A: No. G-R-E-E-N-E. B: Thank you, Mr. Greene. Conversation Two

A: Your name, please?

B: Sure. I'm Karen Leigh. A: Is that L-E-E? B: No. It's L-E-1-G-H. Conversation Three A: Hello. I'm Katharine Kane. B: Excuse me?

A: Katherine Kane. B: Is that Katherine with a C? A: No, with a K. And an A in the middle. B: Could you spell that, please? A: Sure! K-A-T-H-A-R-1-N-E. Top Notch Fundamentals, Third Edition

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Page 2 of 3 Page 8, Exercise 5, Listening Comprehension Conversation One

A: My name's Sarah. B: Sarah? Is that S-A-R-A-H? A: Yes, that's right. Thanks. Conversation Two

A: How do you spell Cherie? B: C-H-E-R-1-E. A: Excuse me. Did you say S-H-E-R-1-E? B: No. It's C-H-E-R-1-E. A: Oh, sorry. B: No problem. Conversation Three

A: Ms. Browne? B: Yes. A: Is that Brown WITH an E or without an E? B: With. B-R-0-W-N-E. A: Thanks. Page 10, Exercise 1, Listening Comprehension Conversation One

A: Are they flight attendants? B: Yes, they are. Conversation Two

A: So, what do you do? B: Me? I'm a photographer. A: A photographer? That's great! B: Yes, it is. Conversation Three

A: Is Marianne a scientist? B: No way! She's a chef. Conversation Four

A: What do you do? B: Us? We're scientists. A: You're scientists? Really? C: Yes, we are.

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Page 3 of 3 Page 10, Exercise 2, Listening Comprehension Conversation One

A: Are you Alan Porter? B: Yes, I am. A: Could you spell that please? B: Sure. It's A-L-A-N. Porter is P-0-R-T-E-R. A: Thanks. And what's your occupation? B: I'm a singer. Conversation Two

A: Hello. I'm John Davidson. B: Davidson. How do you spell Davidson? A: D-A-V-1-D-S-O-N. B: Thanks. And what do you do? A: I'm a pilot. Conversation Three

A: Excuse me. Are you the English teacher? B: Yes, I am. I'm Lorraine Clare. A: Nice to meet you, Ms. Clare. I'm Paul Sato. B: It's a pleasure to meet you, Mr. Sato.

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Student's Book Audioscript Unit 2 Page 13, Exercise 5, Listening Comprehension Conversation One A: Hi, Steve. This is Bruce. Bruce is my classmate. B: Nice to meet you, Bruce. C: Nice to meet you, Steve. Conversation Two A: Helen. This is Patty. B: Hi. Patty. C: Hi. Helen. A: Patty's my neighbor. Conversation Three A: Mario; this is my boss, Mr. Grant. B: Hello, Mr. Grant. Nice to meet you. C: Nice to meet you, Mario. Conversation Four A: Is Rob your classmate? B: No, he isn't. He's my colleague. Conversation Five A: Mary. this is my friend, Carlos. B: Hi, Carlos. Nice to meet you. C: Nice to meet you. Mary. Page 14, Exercise 3, Listening Comprehension 1: What's his first name? Circle his first name. 2: What's her last name? Circle her last name. 3: What's his title and his last name? Circle his title and his last name. 4: What's their last name? Circle their last names. 5: What's her first name? Circle her first name. 6: What's her title? Circle her title.

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Page 2 of 2 Page 16, Exercise 5, Listening Comprehension Conversation One A: Ms. Peterson, what's your first narm e? B: Valerie. A: That's V-A-L-E-R-1-E? B: That's right. A: And what's your phone number? B: 257-0843 A: Thank you. And how about your e-mail address? B: It's peterson five at hipnet dot com Conversation Two A: Last name? B: Elyakin. A: How do you spell that? B: E-L-Y-A-K-1-N A: Thank you. And your phone number? B: 301-555-4500 Conversation Th ree A: Mr. Quinn, What's your phone number? B: My phone number? It's 338-2257.

A: And your first name is James?

B: A: B: A:

Yes, ii is. J-A-M-E-S. Oh, and what's your e-mail address? It's quinn 18 at hip net dot com. Thank you, Mr. Quinn.

Conversation Four A: So your las1 name is Park. correct? B: That's right. P-A-R-K. A: Thank you. And your phone number, Mr. Park? B: 011-99-33-67

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Student's Book Audioscript Unit 3 Page 20, Exercise 2, Listening Comprehension 1: a bank 2: a school 3: a pharmacy 4: a bookstore Page 23, Exercise 4, Listening Comprehension

1: Don't drive to the restaurant. Take the bus.

2: Drive to the bank. Don't walk. 3: Walk to the school. Don't take the bus. 4: Don't take the bus to the bookstore. Take a taxi. 5: Take the bus to the pharmacy. Don't drive. Page 24, Exercise 4, Listening Comprehension 1: I 2: I 3: I 4: I 5: I

go by motorcycle to the restaurant. go by taxi to the pharmacy. go by moped to the bookstore. go by bus to the Morton School. go by train to New York.

Page 25, Exercise 6, Listening Comprehension 1: 2: 3: 4: 5: 6:

I I I I I I

go home by car. go to work by subway. take the train to school. go to work by motorcycle. take the bu,s home. go to school by taxi.

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Student's Book Audioscript Unit4 Page 28, Exercise 3, Listening Comprehension 1: The boy? He's my grandson. 2: She's my wife. 3: They're my sisters. 4: He's my brother. 5: She's my daughter. 6: The girls? They're my granddaughters.

Page 30, Exercise 4, Listening Comprehension Conversation One A: What's your husband's name? B: Renaldo. A: Is he good-looking? B: Yes, he is. Conversation Two A: Who's that? B: Oh, that's my daughter. She's twetve. A: She's so cute! B: Thank you. Conversation Three A: Are those your brothers? B: Yup. A: Oh, they're so young! B: Yeah, Mike's sixteen. And Don's oinly twelve. Conversation Four A: Who's that? B: That's my son. He's eighteen. A: He's very tall! B: Yes, he is. Conversation Five A: Who's that? B: Oh, that's my father. He's an architect. A: Really? B: Yes. And he's very short. Like me.

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Page 2 of 2 Conversation Six

A: Who are they? B: They're my sisters. A: Oh. they're so pretty! B: I think so too.

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Student's Book Audioscript Unit 5 Page 38, Exercise 2, Listening Comprehension Conversation One A: What time's the dinner? B: A quarter to eight. A: A quarter to eight? Thanks. Conversation Two A: What lime's the dance? Eight o'clock? B: Eight? No. It's at nine o'clock. A: Oh. OK. Thanks. Conversation Three A: What time's the concert? B: It's at half past three. A: Half past three? Are we late? B: No. It's only three o'clock. Conversation Four

A: What time's the game?

B: At noon. Don't be late. A: OK. See you at noon.

Conversation Five A: What time's the movie? B: A quarter after nine. A: A quarter after nine? Thanks. See you there. Conversation Six A: What time's the party? B: Al midnight. A: Midnight? Wow. Page 39, Exercise 6, Listening Comprehension A: Oh good. You have your calendar. B: Yeah. So what events are there thlis week? A: Let's see ... Well on Thursday, there's a school meeting at seven. B: Meeting ... at seven o 'clock. A: And this weekend there's a party. B: A party? That sounds good. When is it? A: Saturday at six thirty. B: At half past six? That's early. Oh, look. On Friday there's a dinner. A: A dinner? Top Notch Fundamentals, Third Edition

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B: A: B: A: B: A: B: A: B: A: B: A: B: A:

Yes. For the students. Oh, right. What time? At seven o'clock. OK.Friday ...dinner at seven. Is there a game on Friday? No.There's a game on Monday.At five thirty. Five thirty. OK. You know, there's also a concert this week. Maya Peters, the singer. Nice! When is it? Wednesday at a quarter after seven. At seven fifteen? Right. How about a movie? Is there a movie this week? Yes, there iis.There's a Jackie Chan movie on Tuesday at six thirty. Jackie Chan? Great. Tuesday ... half past six.So ... that's it? That's it. Sounds like a good week.

Page 40, Exercise 4, Listening Comprehension A: January sixteenth B: April fourth A: November eleventh B: October twenty-first A: May seventeenth B: December second A: February twenty-eighth B: March fourteenth A: June first B: August thirty-first A: September twelfth B: July twenty-third

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Student's Book Audioscript Unit 6 Page 47, Exercise 5, Listening Comprehension Conversation One A: I really like that blue dress. B: I do too. Conversation Two A: Do you need shoes? B: No, actually I don't. But I need a brown sweater. Conversation Three A: Does Matt need a blue suit for work? B: Yes, he does. Conversation Four A: I'm sorry, sir. You need a tie in this restaurant. B: Well, I don't have one. A: No problem. We have a nice red tie here for you. B: That's good. Thanks. Conversation Five A: I like this sweater. But it's a small. B: What size do you need, ma'am? A: Actually, I need a large or an extra large. B: No problem. What color? A: Gray, please. Conversation Six A: I don't think this store has my size. I need something very large. B: Whal size do you need? A: A 46. A: Well, that IS large. But look over here. These black shoes are a 46. B: Hmm. And I like them. Great!

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Student's Book Audioscript Unit 7 Page 57, Exercise 7, Listening Comprehension Conversation One A: So, who does the household chores in your family? B: We all do. My husband washes the dishes. My son does the laundry. My daughter makes dinner. And I clean the house. Conversation Two A: Who does the chores in your family?

B: Well, I wash the dishes. And my brother does the laundry.

A: And what about your sister? B: Oh, she never does chores.

Conversation Three A: Who usually does the chores? You or your husband? B: Me. I do everything. A: Really? B: I get up. He doesn't. I make breakfast. I do the laundry. A: Really:? B: And in the evening, I come home. II make dinner. And he watches TV. Conversation Four A: Do you do household chores? B: Of course! Actually, we!!! do in my family. A: That's great! Who does what? B: Well, my wife usually makes dinner and I wash the dishes. On weekends, I do the laundry and she cleans the house. And our son washes the dishes on weekdays.

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Student's Book Audioscript Units 1-7 Review Page 60, Exercise 1, Listening Comprehension Conversation One A: Your name, please? B: Jennifer Anderson. A: Good morning, Ms. Anderson. Your occupation? B: I'm a teacher. Conversation Two A: So tell me about your father. What does he do? B: My father? Oh, he's a doctor. Conversation Three A: Who's that? Is she your sister? B: Yes. That's my sister, Nancy. A: Is she an artist? B: Yes, she is.

Conversation Four

A: Is your brother a student? B: Actually, he's a teacher now. A: Really! Conversation Five A: So tell me about your grandparents. B: Well, my grandfather's an artist, arnd my grandmother is too. Conversation Six A: Who's that in the photo? B: That's my neighbor. A: She's very pretty. B: Yes. She is. Page 62, Exercise 9, Listening Comprehension Conversation One A: What's your phone number? B: It's 845 82 28 009. A: 845 82 28 009. Is that right? B: That's right.

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Page 2 of 2 Conversation Two

A: B: A: B:

Please spell your name. My first name or last name? Last. Sure. It's Jonsen. J-0-N-S-E-N.

Conversation Three A: Is that your son? B: Yes.

A: How old is he? B: He's fwe. A: He's so cute!

Conversation Four

A: Excuse me. Where's the Corner School? B: The Corner School? It's around the corner. A: Around the corner? B: Yes. The address is 12 West 12th Street. Conversation Five

A: Excuse me. What time is it? B: It's a quarter to three. A: A quarter to three? B: That's right.

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Student's Book Audioscript Unit 8 Page 67, Exercise 6, Listening Comprehension Conversation One A: I need a house or apartment in Paris in April. B: April in Paris! Nice. Hmmm .... Well, we have a small one-bedroom apartment near a park. A: What about the kitchen? My wife wants a large kitchen. B: A large kitchen? Hmm... Oh OK. We have a two-bedroom house with a large kitchen. Is that OK?

A: Great.

Conversation Two A: We need a lhouse in Buenos Aires in February. What's available? B: We have two houses available thein. How many bedrooms do you need? A: We need a second bedroom for oLJtr son. B: I have a nice two-bedroom house with two bathrooms. ls that OK? A: Perfect.

Conversation Three

A: Do you have an apartment available in Tokyo in September? B: Is a one-bedroom OK? A: Yes. That's fine. B: Well, I have two one-bedrooms available. Do you need a large kitchen? A: Not really. But what about closets? B: Well, I have one with a large closet But it has a small kitchen. A: That's fine. Conversation Four A: What's available in Montreal in July? B: We have a two-bedroom apartmernt with a balcony. A: Actually, we want a house. B: OK, let's see. Oh, we also have a two-bedroom house. And it has a small garden. A: That sounds great! Page 68, Exercise 2, Listening Comprehension Conversation One A: Is that stove new? B: No. It's about five years old. A: But it looks new. B: Really? Top Notch Fundamentals, Third Edition

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Page 2 of 2 Conversation Two

A: Is that a new computer? B: Not really. It's about two years old. Conversation Three

A: Do you like my new sofa? B: Is it new? It's very nice. Conversation Four

A: I need to brush my hair. Do you have a mirror? B: Yeah. Just go upstairs and turn left. Conversation Five

A: I like your red chairs!

B: Really? Thanks. I like those chairs too.

Conversation Six

A: Where's Susan's phone number? B: It's upstairs,. on the dresser. A: Oh ... Thanks.

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Student's Book Audioscript Unit 9 Page 72, Exercise 3, Listening Comprehension Report One Good morning, Cali. This is your English language weather forecast for today. The weather is great today, if you like ii hot! The temperature right now is 35 degrees, and it's nice and sunny. Report Two Hello from Madrid in the heart of Spain. Today's weather is a nice and warm 30 degrees. But it's a little windy this morning so take a light sweater with you. Tune in again this afternoon for your Madrid weather update. Report Three This is Tim Sellers with today's Seoul weather report. The weather in Seoul is unusually cool for this time of the year. The tem1perature is 1 o degrees; but it's sunny. Report Four Good afternoon from Dubai in the United Arab Emirates. This is your two o'clock weather report. It's a hot and uncomfortable 33 degrees at this hour in Dubai, and it's

raining.

Report Five Hello again. Michaela Soros here with today's Montreal weather. The weather every day this week is cold. It's snowing hard right now and the temperature is a cold 1 degree. A tip for Montrear.ers: Don't drive today. We suggest public transportation, and reports are that trains and busses are running no:rmally. Page 77, Exercise 6, Listening Comprehension Conversation One A: Hello? B: Hi, Sara. It's me. Are you working? A: Working? No way. It's Saturday. I'm watching TV. Conversation Two A: Hello? B: Hi, Dan. It's Bret. What's up? i A: Not much. l''m just washing the dis hes.

B: Want to go to the movies later?

Conversation Three A: Eva! What are you doing here? B: Me? I'm going shopping. I need a sweater. Whal about you? A: Just meeting my mom. Top Notch Fundamentals, Third Edition

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Conversation Four A: Hello?

B: Hi, Paul. Can you talk? A: Sure. I'm just reading.

Conversation Five A: Hello. Marla here.

B: A: B: A:

Marla? Ben. Are you in the car? Yes. I'm driving home. I can't talk right now. No problem. Call me when you're horn e, OK? Sure.

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Student's Book Audioscript Unit 10 Page 80, Exercise 2, Listening Comprehension Conversation One A: Let's see. I lhave oranges, lemons, bananas. What do you like? B: Hmm. I really like oranges. I guess I'll have an orange. Conversation Two A: Where are you going? B: To the supermarket. We need onions. A: Actually, we need potatoes too. B: Oh yeah I forgot. Thanks! Conversation Three A: What are you making? B: Nothing special. Just some eggs. A: That's all? B: Well, actually I'm making some potatoes, too. Conversation Four A: I really want bananas for breakfast tomorrow. B: Well, the bananas are right over there. A: Where? B: Next to the apples. Conversation Five A: Excuse me. Where are the onions? B: Onions? They're on the right. .. next to the oranges and lemons. A: Oh! And I need some peas too. B: Peas are between the potatoes and the onions. A: Thanks! Page 86, Exercise 3, Listening Comprehension Good morning. This is Alexis Allen with today's radio recipe. Do you have your pencils ready? OK, let's begin. Today's recipe is for pasta with garlic and olive oil. These are the i:ngredients: 4 cloves of garlic: 6 tablespoons of olive oil; and 1 box of pasta. Here are the steps: 1 Cook the pasta in a large pot of water. 2 Drain the pasta into the sink. 3 Cut the garlic into small slices. 4 Cook the garlic in oil. Top Notch Fundamentals, Third Edition

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Page 2 of 2 5 Put the pasta and the garlic in a bowl. Add salt and pepper if you like. Enjoy! Tomorrow I'll have another delicious recipe for you. This is Alexis Allen with your radio recipe for today.

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Student's Book Audioscript Unit 11 Page 88, Exercise 2, Listening Comprehension 1: nineteen thirty 2: twenty sixteen 3: nineteen sixty-seven 4: twenty twenty-one Page 89, Exercise 6, Listening Comprehension Conversation One A: How was the party last night? B: It was nice. A: Were there a lot of people? B: Yes, there were. Conversation Two A: When was your birthday? B: It was last month. A: Really? Mine was too! Whal day was yours? B: The first. Wlhat about yours? A: The 15th. Conversation Three A: So when was your game? B: The day before yesterday. A: How was it? B: Great! There were a lot of people there. A: That's terrific! Sorry I wasn't there too. Page 92, Exercise 3, Listening Comprehension Conversation One A: Where's Rosalie? B: I'm not sure. She said she wanted to go for a drive. A: Well she didn't. Her car's still here. B: Well maybe she went for a walk. The weather's great. And she loves to walk. A: Oh, you're right. I see her on the street in front of the house.

Conversation Two

A: Want lo go to the beach? B: Sure. But I don't want to go swimming. I want lo relax. I went running this morning. A: That's fine. You can just sit and read if you want. But I'm going swimming. B: Sounds like a plan to me. What lime? A: How's noon? B: Great. Top Notch Fundamentals, Third Edition

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Page 2 of 2 Conversation Three A: I'd like to go bike riding. What about you? B: Hmm. I went bike riding yesterday. What about a run?

A: Actually, I went running this morning. B: So what would you like to do? A: Let's just go for a walk. That's always nice. Conversation Four

A: I'd really like to go swimming. Want to come along with me? B: I'd like to but I'm working this afternoon. A: But today's Saturday. I thought you only worked from Monday to Friday. B: I usually do. But this week I didn't work on Tuesday or Wednesday. A: How come? B: I went bike riding with my cousin. So I'm working today to make up the time.

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Student's Book Audioscript Unit 12 Page 96, Exercise 3, Listening Comprehension Conversation One A: What does he look like? B: Well, he has short, dark hair.And a mustache. A: Is he good-looking? B: I think so. Conversation Two A: What does she look like? B: Well, she has short, straight. gray hair. A: Is she old? B: No. She's isn't very old ...Oh, and she wears glasses. A: Ah. Conversation Three A: What does she look like? B: She has long. straight hair. A: What color? Blonde? Brown? B: Blonde. Conversation Four A: What does he look like? B: He has curly, gray hair. A: Gray hair? B: Yes. And he has a beard. Conversation Five A: What does she look like? B: She has long, curly hair. A: Light or dark? B: She has dark hair.And she's very pretty. A: Does she wear glasses? B: No. Page 99, Exercise 4, Listening Comprehension Conversation One A: Cindy, are you OK? B: Oh this? It's nothing. I burned my arm last Tuesday. A: Are you sure? B: Oh yeah.I'm fine. Top Notch Fundamentals, Third Edition

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Conversation Two A: Hi, George. How are you? B: Not so goodi. I hurt my shoulder yesterday. A: Oh, that's too bad. B: Thanks. Conversation Three A: What happened to Nicole? B: She broke her finger last week. A: Is she OK? B: I think so. Conversation Four A: Robert, what happened? B: What? A: Your face. B: Oh this. I cut my chin. I always cut my chin when I shave.. It's nothing. Conversation Five A: How's your grandmother? B: Well, actually she fell down this morning in the kitchen. A: Oh, no! B: Yeah. But she's OK. A: Well, that's good. Conversation Six A: Why isn't Stewart here today? B: Well, actually he went to the docto:r. He burned his hand on the stove this morning. A: Really? That's too bad. I hope he's OK. Page 101, Exercise 5, Listening Comprehension Conversation One A: I don't feel well. B: What's wrong? A: I have a headache. B: Oh, that's too bad. You should take something. A: I know. Thanks. Conversation Two A: What's wrong? B: I have a backache. A: Really? A backache? You should lie down. B: Good idea.

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Conversation Three A: I really don't feel well. B: What's wrong? A: I have a stomachache and a fever. B: A stomachache and a fever? A: Yes. I feel terrible. B: I'm so sorry to hear that. You should see a doctor. Conversation Four A: (sneezes) B: Bless you! Are you OK? A: Sorry. I have a cold. B: You should 1ake something. A: You think so? B: Yes. Poor thing. Conversation Five A: What's wrong? B: I have a sore throat. A: Well, you should have some tea. B: Good idea. Conversation Six A: What's wrong? B: I have a toothache. A: What? You have a headache? B: A toothache. A: A toothache! Ow! You should see a dentist. B: OK.

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Student's Book Audioscript Unit 13 Page 109, Exercise 4, Listening Comprehension Conversation One

A: Hi, Mark. What's wrong? B: I'm freezing! A: Actually, it 1§. a little cold in here. B: Could you close the window, please? A: Oh yeah, sure.

Conversation TWo

A: Mmm! What's for dinner? B: Chicken and rice. A: Yum! You sure can cook. B: Thanks. Could you turn off the stove? A: Sure. Conversation Three A: Hi. Ellen. What are you doing?

B: Oh, hi, Andy. I'm fixing this lamp. A: Need any help? B: No, but thanks...Well, actually, could you please hand me my glasses? Conversation Four

A: Where were you? B: I went shopping. A: Look at all tlhose things! Can I help you? B: Actually, could you please open the door? A: My pleasure. Conversation Five

A: Hi. Becky. What are you knitting? B: A sweater. But I can't knit very well. A: Well, I can. Do you need help? B: Yes, please!! Could you help me? A: Of course.

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Student's Book Audioscript Unit 14

Page 112, Exercises 4 and S, Listeming Comprehension. A: Good morning. This is '1t's Your Life", the radio program that brings you interesting life

stories of people who live in beautiful Boston and other U.S. cities. This morning we're talking to Graciela Boyd. who lives here in Boston. Ms Boyd, thanks for talking to us at "It's Your Life." B: You're quite welcome. The pleasure is mine. A: Let's start with your first name. That's a Spanish name, isn't it? B: That's right. My mom is from Costa Rica and her name is Graciela. and her mother's name was Graciela too. I guess the name Graciela is a family tradition now. A: Were you born in Costa Rica? B: No. Actually, I was born in London. My mother went there to teach Spanish at a British university. My dad is British-he was a Spanish teacher at the same university. They got married and she stayed. So I was born in London. A: Very interesting. So when did you come to the US, Ms Boyd? B: The family moved here when I was four years old. My mother and father both teach at a university here in Boston. My little brother Max was born here. A: So you grew up here in Boston. That's why you sound lik.e an American. B: True. A: And finally: Where did you go to school? B: Here in Boston. Right now I'm studying at Harvard University-I'm graduating in May. Then I'm going to medical school. l want to be a doctor. A: That's great! Congratulations! And thanks for taking time to talk with us at "It's Your Life." Page 114, Exercise 2, Listening Comprehension Conversation One

A: Hello? B: Hi, Charlie. Sarah. What are you doing? A: Actually, not much. I'm just sitting here looking out the window. Conversation Two

A: Hello? B: Hi, Rachel. This is Clark. What's up? A: Oh, hey! My friends Claire and Ma!llory are here. We're just sitting around. Conversation Three

A: Hello. Pete here. B: Hi. Pete. Ken. Ella said you called. A: Oh, yeah. Thanks for calling back. Joanne and I are going fishing on Saturday. Do you and Ella want to come too? B: That sounds great! Top Notch Fundamentals, Third Edition

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Page 2 of 2 Conversation Four

A: [sleepily] Hello. B: Hi, Barbara. Mom here. Are you busy? A: Hi, Mom. What lime is ii? B: One o'clock. A.re you still in bed? A: Yeah. mom. I got home really late last night. Conversation Five

A: Hello? B: Hi, Harvey. Where are you? A: Actually, we're in the car. We're dr iiving all the way to New York. The kids are both with us. B: Wow! When are you coming back? A: In about two weeks. Page 116, Exercise 2, Listening Comprehension 1: I mel Kevin l!ast year al a party. I think he's a wonderful man and I really want to be

his wife.

2: My grandma is 99 years old. I warn! lo live to be 99 too! 3: I'm a student now and I'm studying law. Lawyers make a lot of money, so that's a good career for me! 4: I'm a lawyer but I don't like my work. Next month I'm going to study education. In two years. I think I can get a job as a teacher at the law school. 5: I gave money last year for the children's hospital. II made me feel good. I wan1 to do that again this year and every year if I can. 6: I'm 63 years old and I'm tired of working at the bank. I want to stay home now and spend my free time at home. My husband and I love to cook, so we can spend all day in the kitchen. 7: My wife and I got married last year. We have a big house because we want a large family. 8: Where do I want to go? The question is, where don't I want to go? Japan, India, Africa, Asia. Other places too!

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Student's Book Audioscript Units 8-14 Review Page 120, Exercise 1, Listening Comprehension Conversation One A: So where do you live? B: Me? I live in an apartment building on Center Street. Conversation Two A: What do you do? B: I'm a writer.

A: Do you have an office?

B: Not really. I work at home in my apartment.

Conversation Three A: Where do you live? B: I live in an apartment building on Sutton Place. A: And is your office near your home? B: Yes. The office building is right around the corner from the train station.

Conversation Four

A: Are you a teacher? B: Well, actually. yes I am. A: Where do you teach? B: At the airporrt. We have a class for pilots there, near their work. A: How interesting! Conversation Five A: Are you a chef? B: Yes, I am. But I don't work in a restaurant. A: Really? Where do you work? B: I work at the Eastside Hospital. A: You work at a hospital? B: Yes. I'm the chef in the hospital kitchen. We cook for the patients and doctors. Conversation Six A: Where does your daughter live? B: My daughter? She and her husbarnd live in Canada. A: Really? What do they do? B: They're both doctors. They have a big house and their office is in the house.

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Page 2 of 2 Page 123, Exercise 9, Listening Comprehension Conversation One

A: What a bea1Utiful day! B: It is. But it's a little hot. A: Really? It's never too hot for me! Conversation Two

A: When did your mother see the doctor? B: Last week. A: What did he say? B: He said she was much better. Conversation Three

A: What are you doing? B: Right now? I'm washing the dishes. Conversation Four

A: What are your kids doing on Saturday? B: They're goirng camping. Conversation Five

A: Are you going to leave for the airport at four? B: Yes. Do you think that's too late? Conversation Six

A: Where were his parents born? B: In Vietnam.

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UNIT 1

Workbook Answer Key

Note: In communicative exercises where several answers are possible, this answer key contains some exa,mples of

correct answers, not a.II possible answers. Any valid answer in this type of exercise should be considered acceptable.

Exercise 1 1. c 2. b 3. d 4. r 5. g

Exercise 13

6. e 7. a

Exercise 2

2.She's an athlete. 3.She's a singer. 4.He's an actor. Exercise 3

Answers will vary but may include the following: Joo Yeon. I'm Marta. Nice to meet you, too. I'm an athlete. And you?

Exercise 4

2. a 3. d 4. b Exercise S

1. chef 2. manager 3. banker Exercise 6

2. He's an architect./ He's an engineer. 3.He's a photographer. 4. They're musicians. 5. They're athletes. 6. He's a chef. Exercise 7

Answers will vary. Exercise 8

2. Yes, I am. 3. No, I'm not. I'm Julia. 4. Yes, we are. Exercise 9

1.syllable: chef 2.syllables: athlete, actor, singer, wr.iter 3. syllables: manager, musician, scientist 4. syllables: photographer Exercise 14

1. b 2.a 3. (. 4.b JUST FOR FUN Exercise 2 Occu pations: manager, writer, athlete, scientist,

actor, photographer, engineer, banker N

E 0

A E NT A 0 G K E N R T K A 0

E R T N 0

A R. 0 T NN

ME E T E L p 0 E s R H T E N T p c E A E R A s N y H 0 N A s E N R O K p T (6_ A K R N

A E N N 0 A ME s L L H N c A s A E T T R E p H E s N R L A MT A E I N I H T A A s T E I u T T 0 G R A MB E N G A E E E E E G N E R N K E B)T N E R NR p

B K R p u H A N N NT H H R R T E T E A H NE R E N S N N E R E R E R E H G R p H E N E R A E R A N u u L E. G C T 8 I G

E T l R y l p

N

s

c

A R E N u A T N M E B E l H E T E E T

1. actor, writer, director 2. director Exercise 10

1. arkitect 2.shef 3. fotographer 4. flite attendant 5. architect 6.chef 7. photographer 8. flight attendant Exercise 11

1. John Landry is a chef in Paris. 2. Isabel Hunt,er is from Canada. She's an architect. 3. Al.ex Quinn is a pilot. He's in Tokyo today. Exercise 12

Answers will vary.

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Unit 1

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Workbook Answer Key

UNIT 2

Note: In communicative exercises where several answers are possible, this answer key contains some examples of correct answers, not all possible answers. Any valid an�wer in this type of exercise should be considered acceptable.

Exercise 1 2. Their 3. Her Exercise 2 3. Lucy's friend colleague

4. His

3.

Jack's neighbors

1. b

2.c

3.a

4.

Edwin's

Exercise 2 Across 4. neighbors 5. address Down 1.

Exercise 3 1. my 2. Mr. Haber's 6. Bill's Exercise 4

JUST FOR FUNI

7. 3. your

4.

9.

architect

his 2. phone number 3. Ms colleagues 8. fourteen

6.

10.

last

email

our 5. they

4.d

Exercise 5 2. Mark is his classmate. 3. Gary and Ann are her neighbors. 4. Katherine is her boss. 5. Kristin is his friend. Exercise 6 Answers will vary.

Exercise 7

Answers will vary. Exercise 8 Answers will vary. Exercise 9 Answers will vary. Exercise 10 Answers will vary. Exercise 11 1. seventeen

2.

seven

3.

fifteen

4.

ten

Exercise 12 3. What's Jeff Silver's I Mr. Silver's e-mail address? 4. What's his occupation? I What does he do? 5. What's Michael Brent's I Mr. Brent's phone number? 6. What's his address? Exercise 13 Answers will vary.

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Unit 2

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Workbook Answer Key

UNIT 3

Note: In communicative exercises where several answers are possible, this answer key contains some examples of , correct answers, not a.II possible answers. Any valid answer in this type of exercise should be considered acceptable.

Exercise 1 Answers will vary. Exercise 2 1. pharmacy 2. newsstand 3. bookstore 4. bank 5. school Exercise 3 1. What's 2. Where's 3. Where's 4. What's 5. What's 6. Where's Exercise 4 2. A: Where's the bookstore? B: It's across the street. 3. Answers will vary but may include the following: A: Where's the restau rant? B: It's between the pharmacy and the bank. OR A: Where's the pharmacy? B: It's next to the restaurant. 4. A: Where's the newsstand? B: It's down the street (on the left).

JUST FOR FUN

Exercise 2 Means of transportation: subway, moped, motorcycle, train, taxi, bus, car, bicycle

c u s 0 G H H p R E u p H K B A N G w A B

u

z z

5 H z z F A l I s 0 x x

c

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w s

c

J WF F F x y MF y Q B 0 y GT H 0 A K 8 N T

c N T y N c z M y K R w E N M B WMN H T F I x E T y T l Q Q E p O R u c p Q z A y s w u U R T SK B U S cH s E G A K K l R H� x K u K MU N{C Ai!)GT l H z M I F N J R Q WG V F B E x y s c xT A U E O B Q w s v B p A

Exercise 5 Answers will vary.

Exercise 6 2. Take the train. 3. Don't take the bus. 4. Walk. 5. Don't take a taxi. Exercise 7 Answers will vary. Exercise 8 2. Don't drive to the·res.taurant. It's around the corner. 3. Walk to the·newsstan:d. It's across the street. 4. Don't take the bus to the pharmacy. It's down the street (on the left). Exercise9 2. Can I take a taxi to th.e restaurant? 3. Can I drive to the pharmacy? 4. Can I take the bus to the bank? Exercise 10 2. By taxi. 3. By train. 4. By bus. Exercise 11 Answers will vary.

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Unit3

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Workbook Answer Key

UNIT 4

Note: In communicative exercises where several answers are possible, this answer key contains some examples of correct answers, not all possible answers. Any valid an�wer in this type of exercise should be considered acceptable.

Exercise 1

2. her son 3. her daughter 4. her grandson s. her granddaughter Exercise 2

1. brother 2. mother 3. parents 4. grandfather s. wife 6. sons I children 7. father 8. grandmother 9. sister 10. grandchildren Exercise 3

1. Who 2. What 3. Where 4. Who 5. What 6. Where

Exercise 12 1. has; b 2. have; b 3. have; a 4. have; b

JUST FOR FUN Exercise 2

Across 3. old 6. children 7. pretty 8. short 10. young 11. handsome Down 1. twentysix (The space between "twenty" and "six" is omitted here.) 2. grandmother 4. actress S. grandson 7. parents 9. wife

Exercise 4

1. Who are they? 2. Who's that? 3. Who's he? 4. Who are they? S. Who's she? Exercise 5

Answers will vary. Exercise 6

Answers will vary. Exercise 7

1. My brother is very tall. 2. He is very handsome, ttoo. 3. Are your sisters pr.etty? 4. Her daughter is young. s. She is so cute. Exercise 8

Answers will vary. Exercise 9

2. She's Edgar's wife. I She's Riley's mother. f She's Reese's mother. 3. She's Kate's sister. I She's Megan's sister. 4. They're Edgar's children./ They're Anna's children. s. They're Sophia's grandparents. ! They're Jake's grandparents. 6. Megan is a doctor. Exercise 10

2. She has three grandchildren./ She has a husband. I She has a child. 3. They have three children./ They have two sons. I They have a daughter. 4. They have a sister. I They have parents. f They have grandparents. 5. He has three grandchildren./ He has a wife. I He has a child. Exercise 11

1. forty-nine 2. thirty-two 3. eighty-seven 4. eighty-five Top Notch Fundamentals, Third Edition Copyright© 2015 by Pearson Education. Permission granted to reproduce for classroom use.

Unit4

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Workbook Answer Key

UNIT 5

Note: In communicative exercises where several answers are possible, this answer key contains some examples of , correct answers, not a.II possible answers. Any valid answer in this type of exercise should be considered acceptable.

Exercise 1 2. e 3. d 4. h 5. b 6. f 7. a 8. g

JUST FOR FUN

Exercise 2

1. an event 2. Frldays 3. a game 4. fourth Puzzle: "There is time for every thing."

1.

He's early.

2.

They're on time.

It's at 7:30. We're early. 1.

2. an actor I

3.

She's late.

Exercise 2

Exercise 3

Exercise 4

Exercise 1

2.

Across 5. February 7. Pisces 9. early 10. evening 13. morning Down 1. September 2. Thursday 3. Saturday 4. halfpastten (The spaces between "half," "past," and "ten" are omitted here.) 6. seventeenth 8. game 11. midnight 12. noon

No, we're not. We're on time. I

an actress

3.

an athlete

4.

a chef

Exercise 5

Answers will vary. Exercise 6

Answers will vary. Exercise 7 1.

false

2.

false

3.

false

4.

true 5. true

Exercise 8 1. What time is the game? at 2. When is the dance? on; at 3. When is the dinner?/ What day is the dinner? on 4. When is the concert? on; at Exercise 9

Answers will vary. Exercise 10

Lines should be drawn from the ordinal numbers to the corresponding people in the illustration. Exercise 11

Answers will vary. Exercise 12 1. tenth 2. May 3. February 4. third 6. November 7. sixth 8. August

Exercise 13 1. in; on 2. on 8. At; in

3.

at

4.

5. twelfth

in; at 5. On; at

6.

at

7.

on

Exercise 14

2. It's on March 12'h. 3. It's on Saturday. 4. It's at8:00. 5. It's next to the school.

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Unit5

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Workbook Answer Key

UNIT 6

Note: In communicative exercises where several answers are possible, this answer key contains some examples of correct answers, not all possible answers. Any valid answer in this type of exercise should be considered acceptable.

Exercise 1

1. a shirt 2. pants 3. shoes 4. a sweater 5. a skirt 6. shoes 7. a shirt I a blouse 8. pants

Exercise 2

Answers will vary but may include the following: 1. I like that tie. 2. I like this dress. 3. I like this sweater. 4. I like those shoes. Answers will vary but may include the following: 2.1 like bookstores. 3. My sister likes parties. 4. My friend and I like movies. 5. My friends like dances.

JUST FOR FUN Clothes: jacket, tle, skirt, sweater, shoe·, pants, shirt, suit, blouse, dress Colors: white, brown, yellow, blue, gray, green, red, black, purple, orange EKT s I R E I B y c -rs's's EK{s R 0 w N)RE L R TT G u R B l E I D A U K W L C K I E L H EE u u R E G p 'c 0 K� R A EI GR E L E A R A R K E T T T K T c T TR A R E L A A ,!. I UE EE WO O A@ L U �� ,,., -"."'-,---,-�--. E L L 0 'A.? N y I D E H H E I R GGREEN}RR N Y E L S R'D 0 TR ED)P NKE S e,i�rn· RR /BGRE UEKI EER H URE u R NO B A R A I I I S w P I G S L R NR TL� T C W O L L @ A N T3) GJ:. 8 0 I s EO � K E A H A E B UT R y .!5 � R � �� N H l R R H H R I � L 0 u s ]) E I

Exercise 4

2. He needs 3. She wants She has 6. He wants

Wording of answers will vary, but they should include the following information: 1. They're too short. 2. thls dress; It's too expensive. 3. this shirt; It's too tight I small. 4. this skirt; It's too loose I big.

Exercise 2

Exercise 3

5.

Exercise 12

4.

They need I want

Exercise 5

Answers will vary but may include the following: I like that/ your tie. It's very nice. 2. l like that/ your sweater and those I your shoes. Exercise 6

Answers will vary. Exercise 7

1. want 2. doesn't like l. don't have 4. Do; have need 6. Does; want 7. Does; need 8. don't have

5.

Exercise 8

P

U I

....

K

S

2. Do you have this skirt in small? we do 3. Do you have these pants in brown? we do 4. Do you have this jacket in large? we don't Exercise 9

Answers will vary. Exercise 10

1. Why does Elena need a new suit? 2. What does El,ena want/ need? 3. What does Manna need? 4. Which suit does Elena like? 5. Which dress does Marina want? Exercise 11

Answers will vary.

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Unit6

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Workbook Answer Key

UNIT 7

Note: In communicative exercises where several answers are possible, this answer key contains some examples of , correct answers, not a.II possible answers. Any valid answer in this type of exercise should be considered acceptable.

Exercise 1

Exercise 11

Answers will vary but may include the following: 1. I get up at 7:00. 2. I eat breakfast at 7:20. 3.1 brush my teeth at 7:45.

Mr. Rand washes the dishes. 2. He does the laundry. 3. Mrs. Rand goes shopping. 4. She takes out the garbage. 5. She cleans the house.

Exercise 2

Exercise 12

2. He makes dinner at 7:00. 3. She takes a bath at 8:45. 4. He gets undressed at 11 :15. Answers will vary.

T he following questions are correct. Answers to the questions wil I vary. 1. Who cleans the house? 2. Who takes out the garbage? 3. Who goes shopping? 4. Who washes the dishes?

Exercise 4

JUST FOR FUN

Exercise 3

2. When I What time does Robert go to bed? 3. When do your children watch TV? 4. When do you study? 5. What time I When does Julia get up on weekdays? 6. When I What time do they come home? Exercise 5

Answers will vary. Exercise 6

Answers will vary. Exercise 7

Answers will vary. Exercise 8

Answers will vary. Exercise 9

1. goes to school 2. How often does Larry take out the garbage? takes out the garbage 3. How often does Larry exercise? exercises 4. How often does Larry get up at 6:00 A.M. I work? gets up at 6:00 A.M. / works

1.

Chores I Work activities: vacuum, go to work, wash the dishes, clean the house, do the laundry, mow the lawn, make dinner Leisure activities: watch TV, play soccer, go dancing, listen to music, take a nap, take a bath, read

-

c H T VJ U � E A K A u H I T E IP' N A c 0 H C L H s 0 I K v ff I E A K L W A s H T H E D I s H E

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s

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f; 0 A 0 D T T A A 0 N s

w c y

I c R N B K G E

0

D 0 T

s

T

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K E A A K N

ff M

L N K B A N T s D K T H A A E c E u N A H H 0 M B s 0 E u A T u T E T G s 0 0 H H E L A u N T O M u N A PJ E N T T U E W

0

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Exercise 10

1. He works on Monday, Tuesday, Wednesday, and Thursday. 2. He goes to school on Fridays. 3. Answers will vary but may include: He usually gets up at 6:00 A.M. He exercises and goes to work. 4. He gets up at 8:30 on Fridays. 5. Answers will vary but may include: He exercises, listens to music, plays soccer, goes to the movies, and reads.

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Unit7

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Workbook Answer Key

UNITS 1-7 REVIEW

Note: In communicative exercises where several answers are possible, this answer key contains some examples of correct answers, not all possible answers. Any valid ans.wer in this type of exercise should be considered acceptable.

Exercise 1 2. pharmacy 3. weekend 4. game 5. brother 6. new 7. restaurant 8. tie 9. do the laundry 10. come home Exercise 2 1. What's the event? 2. Where is it? J. What time is it /the game? 4. What day I When is the game? Exercise 3 1. She's an actor. 2. No. She's from Mexico. 3. Yes. She has a brother. 4. Her birthday is September .2. 5. [Answer will vary according to current date.] 6. No. She's short. 7. [An:swer will vary according to current date.] 8. Valentina.

Exercise 6 Answers will vary but may include the following: 2. Do you have this raincoat in small? .3. Do you have these boo ts in green? 4. Do you have this bcathrobe in large? 5. Do you have these shorts in blue? Exercise 7 2. When do; mop 3. Who vacuums in your home? 4. Do you sweep?

Exercise 4 Salma Hayek: actor; from Mexko; from Lebanon; from Mexico; 1 brother; no sisters; September 2, 1966 Exercise 5 Answers will vary. OPTIONAL VOCABULARY BOOSTER ACTIVITIES

Exercise 1 2. A: Is she a doctor? 8: No, she's not. J. A: Is she a lawyer? 8: Yes, she is. 4. A: Is he an electrician? B: No, he's not. 5. A: Is he a florist? 8: No, he's not. 6. A: Is she a hairdresser? B: Yes, she is. Exercise 2 2. Her name is Ms. Smith. 3. His name is Alex. 4. Her first name is Ellen. 5. His last name is Janss.on. Exercise 3 Answers will vary. Exercise 4 Answers will vary. Exercise 5 1. that coat 2. this bathrobe I these jeans 3. these jeans I this bathrobe 4. these socks 5. those boots Top Notch Fundamentals, Third Edition Copyright© 2015 by Pearson Education. Permission granted to reproduce for classroom use.

Units 1-7 Review

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Workbook Answer Key

UNIT 8

Note: In communicative exercises w here several answers are possible, this answer key contains some exa,mples of correct answers, not a.II possible answers. Any valid answer in this type of exercise should be considered acceptable.

Exercise 1 1. do; live; in 2. Does; on 3. Are; at 4. Do; live; on 5. do; work; in 6. does; works; at 7. Does; live; on Exercise 2 2. It's a park. 3. It's a train station. 4. It's an airport. 5. It's a restaurant. 6. It's a stadium. Exercise 3 Answers will vary.

JUST FOR FUN Exercise 2 Across 1. bathroom 3. museum 4. stairway s. elevator 9. building 11. closet 12. furniture 13. appliances 14. mall Down 2. hospital 6. think 7. kitchen 8. ugly 10. beautiful

Exercise 4 Answers will vary. Exercise 5 Answers will vary but may include the following: 2. There's a living room. 3. There's one bathroom. 4. There are two windows. 5. There's one small closet. 7. There are two small bathrooms. 8. There's one large living room. 9. There are six windows. 10. There are three closets. Exercise 6 Answers will vary. Exercise 7 Answers will vary. Exercise 8 Answers will vary. Exercise 9 Answers will vary. Exercise 10 1. a sofa 2. a table 3. a chair 4. a bed S. a dresser 6. a mirror 7. a desk 8. a lamp 9. a bookcase Exercise 11 Answers will vary. Exercise 12 Answers will vary.

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Workbook Answer Key

UNIT9

Note: In communicative exercises where several answers are possible, this answer key contains some examples of correct answers, not all possible answers. Any valid answer in this type of exercise should be considered acceptable.

Exercise 1 1. [It's] warm. 2. [It's] hot. cold.

3. [It's] cool 4. [It's]

Exercise 2 2. He's shaving. 3. She's watching TV. 4. He's ta.king out the garbage. 5. They're exercising. 6. She's playing soccer.

JUST FOR FUNI Exercise 1

2. today 3. tonight 4. this morning s.. this afternoon 6. this evening 7. tomorrow 8. the day after tomorrow 9. this week 10. this month Puzzle: "Life is what happens to you while you're busy making other plans."

Exercise 3

2. No, she's not. She's taking a nap I relaxing. 3. No, they're not. They're cleaning the house. 4. No, she's not. She's wearing a jacket I jeans I pants. 5. No, it's not. It's raining. Exercise 4 1. f 2. a 3. e 4. c 5.

b 6. d

Exercise 5 Answers will vary acordin g to the date. Exercise 6

Answers will vary. Exercise 7 Answers will vary. Exercise 8 Answers will vary. Exercise 9 2. What's the grandmother doing? 3. Where are the parents/ Mr. and Mrs. Ryan going? 4. Who's watching TV? I Who's eating an apple? 5. What's the son eating? 6. What's the daughter doing? I Where's the daughter playing? Exercise 10 Answers will vary. Exercise 11

1. taking 2. playing 3. studying 4. exercising

5. eating 6. doing 7. driving 8. calling 9. going 10. getting dressed

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Unit9

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UNIT 10

Workbook Answer Key

Note: In communicative exercises where several answers are possible, this answer key contains some exa,mples of correct answers, not a.II possible answers. Any valid answer in this type of exercise should be considered a cceptable. Exercise 1 Answers will vary.

Exercise 11 Answers will vary.

Exercise 2 Answers will vary but may include the following: 1.Yes, there are. There are three. 2.There are six eggs. 3. Yes, there are. There's 112 an onion. 4. There's one tomato. 5. Answers will vary. 6. Answers will vary.

Exercise 12 1 . b 2. b 3. <. 4. c. 5. b

Exercise 3 How students respond .to the following questions will vary. 2.How many people are there in your family? 3. How many days are there in this month? 4.How many sweaters are there in your closet? 5. How many bathrooms are there in your home? Exercise 4 1.X 2.X 3.a 4.X 5.an 6.X 7.X 8.an 9.X 10. a 11.X 12.an Exercise 5

Exercise 13 1. are you eating 2. Does he want 3.do we have 4.am wearing; wear 5. Does Jeff work; is playing 6.do you eat; are going

JUST FOR FUN Exercise 2 Across 2.loaf 4.pepper 5. rice 8. recipe 10. lemonade 11.containers 13.sugar Down 1.thefridge (The space between "the" and "fridge" is omitted here.) 3.orange 6.ingredients 7. drinks 9. potatoes 12. beans

Answers will vary. Exercise 6 2.Eggs are white and yellow. 3.Butter is yellow I white. 4. Orange juice is orange I yellow. 5. Tomatoes are red I orange. 6.Coffee is black I brown. Exercise 7 2. a can of soda 3.a bag of rice 4. a box of pasta 5. a bottle of oil Exercise 8 Answers will vary but may include the following: 2.How much bread do we haver 3.Is there any juice in the fridge? 4. Are there any onions on .the shelf? 5. How many bananas do you want? 6. How much sugar is there? Exercise9 1. How many; There are two. 2.How much; There are four bottles. 3.How many; There are two. 4.How much; There are six cans. Exercise 10 1.Is there any; Yes, there is. 2. Are there any; Yes, there are. 3.Is there any; Yes, there is. 4.Is tl,-ere any; No, there isn't.

Top Notch Fundamentals, Third Edition Copyright@ 2015 by Pearson Education. Permission granted to reproduce for classro om use.

Unit 10

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Workbook Answer Key

UNIT 11

Note: In communicative exercises where several answers are possible, this answer key contains some examples of correct answers, not all possible answers. Any valid an�wer in this type of exercise should be considered acceptable.

Exercise 1

Answers will vary according to the date. Exercise 2

How students respond to the following question:s will vary. 2. Were 3. was 4. Was 5. was 6. was 7. were 8. was Exercise 3

Answers will vary. Following are examples of possible sentences: 1. There was a concert on Monday, in the afternoon. 2. There was a game last Wednesday. 3. There was a movie three days ago. 4. There were exercise classes last Sunday. Exercise 4

1. came 2. saw 3. went 4. got 5. took 6. drove 7. put 8. ate 9. didn't exercise 10. didn't read 11. was 12. bought

Exercise 5

Answers will vary.

JUST FOR FUNI Exercise 2

H I N 1<.1CC u T'E T G ll A K o(s E E) c A w E T ir OM AC C A ,!. 's T T E Ct I K fl T u E A I H N CE A v v y � � v u T� R I v .o c A R I N � T lJ D R I T �(� K f)A T E S lC L E A N)'.t L A y .E x E R c I s 1:>(s u y @ A T c flXR E A �) L A T

i

Simple past tense forms: thought liked had cut took said saw drove ate studied got drank came wrote

made cleaned played exercised bought watched read

Exercise 6

Answers will vary. Some possible answers include: 1. What time did you get home? 2. What did she make for dinner? 3. Who cleaned your house? 4. Where did you eat? 5. How many books did you buy? Exercise 7

Answers will vary. Exercise 8

Answers will vary. Exercise 9

Answers will vary but may include the following: 1. Did you have a good weekend? 2. Where did you go? 3. How was the weather? 4. Who went to the beach with you? 5. What did you do? Exercise 10

1.c 2.a 3.b 4.e 5.d Exercise 11

Answers will vary.

Top Notch Fundamentals, Third Edition by Pearson Education. Permission granted to reproduce for classroom use.

Copyright© 2015

Unit 11

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UNIT 12

Workbook Answer Key

In communicative exercises where several answers are possible, this answer key contains some examples of , correct answers, not a.II possible answers. Any valid answer in this type of exercise should be considered acceptable.

Note:

Exercise 1 Answers will vary.

JUST FOR FUN

Exercise 2 Answers will vary.

2. a cold 3. a, cough 4. a sore throat 5. a stomachache 6. a fever 7. a headache 8. an earache 9. a backache 10. a toothache 11. a runny nose Puzzle: "Feed a cold, starve a fever."

Exercise 3

1. eye 2. ear 3. nose 4. chin 5. hair 6. eyebrow 7. eyelashes 8. mouth Exercise 4 Answers will vary. Exercise 5

Answers will vary.

Exercise 1

Exercise 2

Across 4. knee 5. beard 7. teeth 8. fingers 10. feet 11. short 13. stomach 14. bald Down 1. mouth 2. head 3. remedies 6. acddents 7. toes 9. eyes 12. mustache

Exercise 6

Answers will vary. Exercise 7 1. head 2. neck 3. arm 4. hand 5. leg 6. foot 7. shoulder 8. chest 9. stomach 10. hip 11. knee 12. ankle Exercise 8 Answers will vary but may include the following: 2. He hurt his back. 3. I-le hurt his arm. 4. She cut her arm. 5. He broke his ankle I foot. 6. What happened? 7. I'm sorry to hear that. Does it hurt? Exercise 9

Answers will vary. Exercise 10 Answers will vary. Exercise 11 Answers will vary.

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Unit 12

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Workbook Answer Key

UNIT 13

Note: In communicative exercises where several answers are possible, this answer key contains some examples of correct answers, not all possible answers. Any valid an�wer in this type of exercise should be considered acceptable.

Exercise 1 Answers will vary.

JUST FOR FUNI

Exercise 2 2. He can't cook. 3. They can ski. 4. He can't swim.

Across 6. abilities 9. rollover (The space between "roll" and "over" is omitted here.) 10. sew 11. ski 12. maybe 13. full Down 1. badly 2. too small (The space between "too" and "small" is omitted here.) 3. handme (The space between "hand" and "me" is omitted here.) 4. sing 5. turnoff (The space between "turn" and "off" is omitted here.) 7. cook 8. swim

Exercise 2

Exercise 3 1. Can; speak; can speak 2. Can; fix; can 3. Can; paint 4. Can; sew I knit; ,can't I can; can I can't 5. Can; play; can play Exercise 4 Answers will vary. Exercise 5 Answers will vary. Exercise 6 2. She's too tired. 3.It's too dirty. 4. It's too expensive. 5. It's too windy. 6. It's too hot. Exercise 7 1. tired 2. late 3. full

4. early 5. hungry 6. busy

Exercise 8 Answers will vary. Exercise 9 1.b 2.c 3.e 4.a 5.f

6.d

Exercise 10 Answers will vary but may include the following: 2. Could you please do the dishes? 3. Could you pl ease do the laundry? 41. Could you please make dinner? 5. Could you please go shopping? Exercise 11 1. a 2. a 3. b 4. a 5. b

Top Notch Fundamentals, Third Edition Copyright© 2015 by Pearson Education. Permission granted to reproduce for classroom use.

Unit 13

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UNIT 14

Workbook Answer Key

Note: In communicative exercises where several answers are possible, this answer key contains some exa,mples of correct answers, not a.II possible answers. Any valid answer in this type of exercise should be considered acceptable.

Exercise 1 1. When was Yao Ming born? 2. Where did he grow up? 3. Where did he go to school? 4. When did he move to the United States? 5. When did he retire from basketball? Exercise 2 1. an architect 2. a manager 3. a doctor I a nurse 4. a teacher 5. an engineer Exercise 3 Answers will vary

JUST FOR FUN Exercise 2 Across 1. getmarried (The space· between "get" and "married" is omitted here.) 2. careers 5. move 8. children 1o. travel 11. medicine Down 1. gocamping (The space between "go" and "camping" is omitted here.) 3. relax 4. magician 6. education 7. subjects 9. ·graduate

Exercise 4 Answers will vary Exercise 5 Answers will vary. Exercise 6 Answers will vary.

Exercise 7 Answers will vary but may include the following: 2. ls he going to see a doctor? 3. Are you going to go shopping? 4. Is he going to go to Spain? 5. Are you going to do the laU1ndry? 6. Is she going to be a doctor? 7. Are you going to relax?

Exercise 8 1. Yao Ming and Ye Li got married. 2. There was .an earthquake in Sichuan Province, China. 3. I t is building new schools in Sichuan. 4. It is going to help children in other parts of China and in the U.S. Exercise 9 Answers will vary. Exercise 10 Answers will vary but may include the following: 2. Who would you like to marry? 3. How many children would you like to have? 4. When would you like to have children? 5. What would you like to do? 6. When would you like to change careers? Exercise 11 Answers will vary.

Top Notch Fundamentals, Third Edition

Copyright@ 2015 by Pearson Education. Permission granted to reproduce for classroom use.

Unit 14

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Workbook Answer Key

UNITS 8-14 REVIEW

Note: In communicative exercises where several answers are possible, this answer key contains some examples of correct answers, not all possible answers. Any valid answer in this type of exercise should be considered acceptable.

Exercise 1 Answers will vary. Exercise 2 1. goes running 2. is driving .3. cooked 4. am going to relax Exercise 4 Answers will vary but may include the following: 2. Yes, I did. 3.1 studied law. 4. Yes, I can. I can play the piano, the flute, and the saxophone. s. I learned to play the piano when I was six. 6. I have two children, Amos and Matteo. 7. I live in Forte dei Marmi, Tuscany. 8.1 study music and practice singing for two llours or more every day.. 9. I read and cook Italian food. Exercise 5 Answers will vary but may include the following: 2. was born; be born 3. grew up; grow up 4. started; start S. was; be 6. learned; learn 7. had; have 8. graduated; graduate 9. studied; study 10. worked; work 11. sang; sing 12. got married; get married 13. listened; listen 14. made; make 15. wrote; write OPTIONAL VOCABULARY BOOSTER ACTIVITIES

Exercise 1 Answers will vary. Exercise 2 Answers will vary. Exercise 3 Answers will vary. Exercise 4 Answers will vary. Exercise 5 2. glass 3. go rock climbing 4. elbow 5. drums 6. drama Exercise 6 Answers will vary.

Top Notch Fundamentals, Third Edition Copyright© 2015 by Pearson Education. Permission granted to reproduce for classroom use.

Units 8-14 Review